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| 3. Alex&er's Principles of Collaborology Stelling1 #378716 Shared by Alex&er via email. | - Form follows function. This corresponds to Pavel’s point 0.
- The container flavors the contained. Colloquially expressed, where the sake hits the cedar.
- The only ethical design process is one that involves design with the stakeholders (and by this I mean all those who stand to benefit and/or suffer the consequences of the design), not for them. When this comes to including the voices of the voiceless or those not present (future generations, trees and animals, the rivers and lakes), the exercise of including the “empty chair” to represent their interests and their presence in the conversation and narrative weaving is an important practice.
- Participation is voluntary. It is also a condition of participation. (In other words, you freeloading is not welcome)
- Case study method is dead (i.e., it is about dead cases, ones that area already know, and therefore is rarely inspiring).
- Problem based learning is better.
- Project oriented learning is best - especially when the project relates directly to the learner’s lifeworld and challenges.
- Similarly to points 5, 6, and 7, story telling mode of lecturing is dead.
- Story playing mode of simulation and game playing is better.
- Story dwelling mode of engaging the learning in their own life narrative with the subject matter of the course is best.
- Learning must be fun. This means moving beyond edutainment into the true gamification of education, bearing in mind points 5/8, 6/9, and 7/10, above.
- All learning processes and the outcomes to which they lead must be life affirming. There can be no utilitarian justification for destruction of life or life support systems, even if the idea is to create better or more life through doing so.
- Similarly, all learning processes and the outcomes to which they lead must be future oriented. They cannot be about returning to a “golden era” in the past or affirming the status quo.
- And finally along these lines, all learning & processes and the outcomes to which they lead must be opportunity increasing. They must provide more opportunities to have more opportunities to engage with life — not only for the learning, but for all the stakeholders involved (see point 3, above).
- Educational technology must always be as “transparent” to the user as possible. The provision of MMIEs (technologically Mediated Multisensory Interactive Environments) should be encouraged, but only to the extent that they do not require the user to shift their thinking/experiencing patterns to adapt to the technology but rather enhance the learner’s sense of being fully engaged and present with the learning at hand.
- The learning process must seek to connect life with life. This relates to point 12, above. Technologies that disconnect the learner from life by connecting them to information are not acceptable (see point 15, above).
- All forms of learning should seek to weave four dimensions of conviviality (either simultaneously or through the course of learning a given subject): the intra-personal dimension, the inter-personal dimension, the trans-species dimension, and the trans-generational dimension.
- For a brief complementary listing of related principles, please follow this link [1] — http://www.triplepundit.com/2010/07/eleven-things-ive-learned-about-sustainability
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