Monday, September 30, 2013

Article to African Women In Arise Magazine, “Technology and the Heart… Women's Health”

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Article to be published Oct. 2013 Issue: Arise Magazine, UK Africa

Title: 
Letter to my African Sisters, “Technology and the Heart… Women's Health”

Dear Daughters,
I am writing to you about the health of your hearts and the power you have been given as women. I know life can be a long, hard road of oppression, bad deals and injustice. It is easy to harden your hearts. Have faith, your road is coming to an end. You have been given evolutionary gifts that you are just beginning to understand and leverage. I am writing you to tell you that we see you standing proud and transforming the world, but you can do so much more, so much faster.


You are no longer alone: For over 50,000 years, men have held women in isolation to control them.
Today, the device in your hand empowers you to connect with every man, woman and child in the world. From your phone, you have medical access from all the universities in the world. Sites like www.webmd.com will empower you with all you need to know about your bodies. Your voice can reach the globe on social injustice. In a moment, you can reach neighbors, families, groups or militia. Free of charge, the world will educate you from top universities and set you free. All you have to do is “Seek and you will find.” Sound familiar? 


ARISE is published quarterly and sold in over 20 countries. It has established itself as a mainstream magazine for modern Africans, African-Americans and the diaspora, and through its newly relaunched website, Facebook and Twitter pages, ARISE continues to build a global community.
ARISE had its successful soft launch in October 2008 and hit newsstands in February 2009, coinciding with the debut ARISE African Fashion Collective show at NYFW. It went on to win Launch Of The Year at the APA International Customer Publishing Awards 2009 and took Highly Commended in the same category at the British Society of Magazine Editors Awards.

Saturday, September 14, 2013

Article Human Collaboration the Peoples Revolution of a Global Learning Framework by Richard C. Close

Article Global Education Magazine
Issue 5 Pages 44 - 51

Abstract

While traditional classrooms wade through indexed text books chapter by chapter in order to pass Friday’s test, a torrent of knowledge is streaming past and through the students on their cell phones. While the teacher at the head of class has a one way channel of dumping facts into empty buckets, billions of people outside the classroom walls are exchanging terabits of fluid knowledge in collaborative communities.” This paper discusses how humans have evolved technology to a point where Internet learning has bypassed academia, this is the revolution. It then discusses practical methods for integrating global learning within classroom academics.

This visionary and disruptive paper proposes an ugraded set of global education theories and practical methods of how educators and NGO can leverage the content and collaborations. Digging deeper into contemporary theories about technical collaboration the article highlights the role of human context that is managing internet content. The Global Learning Framework™ illustrates how human experience and local values collaborate with the global knowledge base. The paper covers how and why global learning via Internet appliances is bypassing our industrial curriculum models. This paper is a subset of the paper “Human Collaboration the Peoples Revolution of a Global Learning Framework available with references at esc.academia.edu http://tinyurl.com/lnap46f
In the same way that dictators are waking up to flash protests and are shocked at how an entire nation can overthrow an authoritarian trickle down knowledge structure in days, global collaborative learning is overthrowing traditional academic classrooms and page turning eLearning programs. Educators need to take notice that the same revolution of human-technology is taking place with students that have challenged the relevance of learning-in-a-vacuum facts that are dysfunctional with our youth’s reality as a global collaborative.

The entrenchment of colonial/industrial education is when an authoritarian group imparts their knowledge down with curriculum textbooks into the working classes/cultures. While at the same time, democracy in education has the masses fully empowered to explore, create and share knowledge on equal footing between students, the same way billions of people typically use the Web today. The disconnectedness between these two approaches of learning is vast, wide and now becoming antagonistic.

In addition, the argument that the digital divide is because affluence can afford technology and the poor cannot is now growing weaker, because the barriers to cell and PC access are fading. It is only about access and soon everyone will have it. This will happen as the cell phone bypasses the PC as a personal network appliance.

Full white paper with references available at http://gloablearningFramework.ning.com.                                                                                                                                                                                                           


         This article illustrates the need for new strategies for the expansion of global education and Telco organizations in order to accelerate the development of villages throughout the world. We need a massive upgrade to our approach, because it is the human instinct to learn collaboratively that will drive this growth into a profitable reality not just by technology itself. 

Who is in control of knowledge

I watch these videos at the beginning of the Leaning Styles course and perhaps see them in a different perspective now. What still remains is a lack of understanding in of the theorists on the deeper dynamics of poverty / trauma in a Adult Learner’s life and how that impacts learning methods. In addition human culture is mentioned in passing However a clear understanding on how each culture views learning as different and how personal experience impacts learning is simply brushed over. Adult Children of Alcoholics or abuse adults have many issues that impact Adult Learning theory and methods. Yes Cunningham is right in that we have to deconstruct social injustice however we need to replace it with empowerment of individual by deconstructing negative values and reconstructing with positive and productive ones.
Knowledge is a fact wrapped in a community of context. Knowledge is quantitative (factual) and qualitative wrapped in culture and experience. A peach is a quantitative fact if I like to eat a peach is a qualitative context. Context is what makes a fact or object relevant to someone personal experience. Someone may love peaches but not eat anything a Jew offered to them. Context is complex and difficult to test. Although both Cunningham and Mezirow (1997) mention social impact they provide little of any detail of culture value systems. Yet the adult educators or urban social workers are forced to deal with the individual values from a life of abuse.
Case in point: in my surveys of Community Learning Centers both here and Africa. Require that the student feel “Safe” both physically and emotionally. Once this takes place learning can begin. Safety is an entitlement concept of the college student. Therefore it is not on radar screen of a college level research project or Adult Learning methods. To a young urban girl in the hood, high grades will be a source of ridicule pain not success, it is not safe to smart. Her value system are the reverse of a college student in Kolb’s (1975) research.
On Power
In Mezirow, J Video He states a key issue on the purpose of Adult Learning and its twin sister Public Media. That. “We are trapped by our frameworks of reality. We can control this, we can change this.” On the issue of power and knowledge the big question is exactly who is “we,” on who is to be in control? If we are working the Adult Learning fields of government, corporations, military and corporate compliance then it is the institution that is the “we” in control with learning for compliance/process sake. On the other hand if we are delivering Adult Learning to the public sector, community outreach, literacy, urban or foreign development then the “We” in control is the empowered the individual with greater resources to facts, decision making, values and social empowerment.
Yet, if we are in K-12 or Higher Ed we are stuck in between authoritarian control through testing and individual empowerment through great cognitive decision making and character development. With Internet digital democracy of public learning the “we” is global communities of interest. Digital democracy being perhaps the dream of Dewey (1916) and Friere (1993)
In the case of media we also have disinformation as power in the case of Fox news who’s listeners full believe it is “fair and objective” when the rest of the world news services clear see it as NRC propaganda. Context is very relative.
So the question of power is who cuts your paycheck and who do you conform to. Perhaps we should have a dialog about the abuse of Knowledge out of context is an abuse or power.
Close, R. (2013). Global Education Magazine. Issue 5 Page 44 to 55 from http://www.globaleducationmagazine.com/global-education-magazine-5/
Dewey, J. (1916). Democracy and education. New York: The MacMillan Company.
FREIRE, P. (1993) Pedagogy of the Oppressed (New York, Continuum).

Kolb, D. A. & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.) Theories of Group Process, London: John Wiley.