In this post, my comrades join me again in discussion of "Framing Educational Space". At this juncture, another aspect of the LFT is addressed in relevance to educational space, the concept of surface. Unfortunately, due to the disturbance of other people, the discussion is broken into 3 segments. Again enjoy, comment, and fork!
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So, so illuminating;
such doors and windows are constructed in these videos.
I very much like the surfacing
in this conversation set
of hoe much of what is learned in classes is not (necessarily) limited to what instructors think is being taught;
only so much (perhaps very little) of what is learned can be controlled by instructors.
(forms of) Peripheral learning (and teaching), if you will, peripheries potentially much larger than the deliberate content of the pedagogical core of a course --since the periphery from that core can embrace everything else,
a vastness in which that core can be lost (even --oh, I cannot say this-- overlooked with no apparent damage or significant loss, perhaps as distance from the core increases
--I am not saying that I don't want/depend on my job, by the way)
But this is some additional perspective, perhaps useful (in some framing system[s]) somewhere for some duration of time on some scale.
Of particular note here is how the education space of LFT has left designated classroom and designated official class rosters
(indeed; DL1 is not an intended educational space for English 340, but the literal location of the designated 340 educational space also departed the assumptions of what learning is and how learned should occur in rooms designed for learning, so LFT 340 sought other physical configurations and different assumptions associated with the different physical configuration of DL1 --a design lab, a location where even framing systems of teaching and learning may be designed.
Conversations like these are learning spaces
that accomplish what more education space configurations find difficult to accommodate
--if such accommodation is even desirable.
These investigations are teaching me, and because of where you've placed them, the learning space is wherever I encounter them
and wherever I take what is
learned,
wherever and however what is learned manifests
in a range of applied forms
including extension of these conversations.
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(Is there one long video somewhere that is the source of these video segments?)
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