Comments for battis.net http://battis.net/blog ...and I'm all out of bubble gum. Thu, 21 Aug 2008 05:12:29 +0000 http://wordpress.org/?v=2.3.1 Comment on Project Fatigue by battis.net » Blog Archive » Time http://battis.net/blog/2008/03/13/project-fatigue/#comment-41 battis.net » Blog Archive » Time Sat, 24 May 2008 02:54:08 +0000 http://battis.net/blog/2008/03/13/project-fatigue/#comment-41 [...] I’m watching my next few weeks and, in fact, my summer start to disappear under encroaching project creep. Not that I object too much: most of the projects are pretty cool — in fact, some of them are [...] […] I’m watching my next few weeks and, in fact, my summer start to disappear under encroaching project creep. Not that I object too much: most of the projects are pretty cool — in fact, some of them are […]

]]> Comment on Ticking right along. by amy http://battis.net/blog/2008/04/28/ticking-right-along/#comment-40 amy Mon, 28 Apr 2008 19:50:13 +0000 http://battis.net/blog/2008/04/28/ticking-right-along/#comment-40 hrm. hrm.

]]> Comment on Gibbon’s Footnotes and Complexity by barefoot rooster http://battis.net/blog/2007/12/27/gibbons-footnotes-and-good-webizens/#comment-32 barefoot rooster Wed, 26 Mar 2008 05:32:58 +0000 http://battis.net/blog/2007/12/27/gibbons-footnotes-and-good-webizens/#comment-32 I am quite interested in (and excited by) blogs as places for scholarly discourse -- particularly in the ways they are used (and either engaged or ignored) within non-technology or education theory circles. (Hrm, I wonder why this interests the rooster...) I read some excellent blogs that address (for example) the field of history, along with a smattering of current events, instead of focusing on using a blog as a way (often anonymous) to expound upon the challenges and rewards of existing within the world of academia. I am very interested to see how blogs, technology and digital resources figure into the study of the past -- my sleepy brain is recalling some recent reading about a new site/government humanities funding for digital history archives, as well as a regular blog post on the AHA site highlighting what "they" are reading this week, with selections ranging from journal articles and reviews available online to blog posts on understanding a historian's craft through exploring the lives and papers of historians. cool stuff. I am quite interested in (and excited by) blogs as places for scholarly discourse — particularly in the ways they are used (and either engaged or ignored) within non-technology or education theory circles. (Hrm, I wonder why this interests the rooster…) I read some excellent blogs that address (for example) the field of history, along with a smattering of current events, instead of focusing on using a blog as a way (often anonymous) to expound upon the challenges and rewards of existing within the world of academia. I am very interested to see how blogs, technology and digital resources figure into the study of the past — my sleepy brain is recalling some recent reading about a new site/government humanities funding for digital history archives, as well as a regular blog post on the AHA site highlighting what “they” are reading this week, with selections ranging from journal articles and reviews available online to blog posts on understanding a historian’s craft through exploring the lives and papers of historians. cool stuff.

]]> Comment on Pink’s Sense of Meaning (in Rachel’s Numbers) by battis.net » Blog Archive » Multiple Intelligences About Coding http://battis.net/blog/2008/03/21/pinks-sense-of-meaning-in-rachels-numbers/#comment-26 battis.net » Blog Archive » Multiple Intelligences About Coding Sun, 23 Mar 2008 15:55:27 +0000 http://battis.net/blog/2008/03/21/pinks-sense-of-meaning-in-rachels-numbers/#comment-26 [...] Having just struck upon the similarities between Pink’s six new senses and Gardner’s multiple intelligences, I continue to be fascinated by examples of folks employing these ideas in creative ways: enter Basildon Coder, recently highlighted on Slashdot for describing a Wodehouse-ian approach to code refactoring. As always, I look at this and start to ponder how to use it in the classroom with my students: one of the real challenges that my students face is not the development of new code (although that is challenging) but figuring out how to use a body of code written by someone else (me, their classmates, some godawful Windows GDI API, etc.). I have been struck by the difficulty my students have faced this year in grasping the 50,000 foot view of coding — perhaps a visual representation like this might be a first step. Sort of a Powers of 10 for programming. [...] […] Having just struck upon the similarities between Pink’s six new senses and Gardner’s multiple intelligences, I continue to be fascinated by examples of folks employing these ideas in creative ways: enter Basildon Coder, recently highlighted on Slashdot for describing a Wodehouse-ian approach to code refactoring. As always, I look at this and start to ponder how to use it in the classroom with my students: one of the real challenges that my students face is not the development of new code (although that is challenging) but figuring out how to use a body of code written by someone else (me, their classmates, some godawful Windows GDI API, etc.). I have been struck by the difficulty my students have faced this year in grasping the 50,000 foot view of coding — perhaps a visual representation like this might be a first step. Sort of a Powers of 10 for programming. […]

]]> Comment on Pink’s Sense of Meaning (in Rachel’s Numbers) by Crystal http://battis.net/blog/2008/03/21/pinks-sense-of-meaning-in-rachels-numbers/#comment-25 Crystal Sat, 22 Mar 2008 11:38:39 +0000 http://battis.net/blog/2008/03/21/pinks-sense-of-meaning-in-rachels-numbers/#comment-25 Seth: I love you man. Your summaries of your reads, most of the time, make me stop and say hmm... I think it is because you are open, honest and clear in your analysis. Thank you for that. While you come through 100% electronically, I hope that we can connect soon, in person. Seth:

I love you man. Your summaries of your reads, most of the time, make me stop and say hmm… I think it is because you are open, honest and clear in your analysis. Thank you for that. While you come through 100% electronically, I hope that we can connect soon, in person.

]]> Comment on The Happy List by Brooke http://battis.net/blog/2008/01/31/the-happy-list/#comment-19 Brooke Sun, 03 Feb 2008 08:58:38 +0000 http://battis.net/blog/2008/01/31/the-happy-list/#comment-19 Hey Seth!! I just found your blog via your Facebook profile.....Imagonna add it to my blog links. Your "happy list" entry made me very, um, happy! It sounds like things are going very well for you!! Hey Seth!!

I just found your blog via your Facebook profile…..Imagonna add it to my blog links. Your “happy list” entry made me very, um, happy! It sounds like things are going very well for you!!

]]> Comment on The Happy List by Rainy http://battis.net/blog/2008/01/31/the-happy-list/#comment-18 Rainy Fri, 01 Feb 2008 05:38:24 +0000 http://battis.net/blog/2008/01/31/the-happy-list/#comment-18 I really like this idea. I certainly come home from school (or stand around in the hallways with other teachers) grumping about plenty of things -- but I know there are "happy list" moments every day that I should grab on to. (Data teams would not be on the list.) Your list is a good start. I would add: watching a kid's face light up when they finally 'get' a concept or make a connection. It's not necessarily something I can strive to do more of, but I love it when it happens. Maybe I should post a sheet of paper in the staff room...... I really like this idea. I certainly come home from school (or stand around in the hallways with other teachers) grumping about plenty of things — but I know there are “happy list” moments every day that I should grab on to. (Data teams would not be on the list.) Your list is a good start. I would add: watching a kid’s face light up when they finally ‘get’ a concept or make a connection. It’s not necessarily something I can strive to do more of, but I love it when it happens. Maybe I should post a sheet of paper in the staff room……

]]> Comment on Using What We Teach to Teach Better by battis.net » Blog Archive » The Economist on Changing Communication Paradigms http://battis.net/blog/2008/01/02/using-what-we-teach-to-teach-better/#comment-9 battis.net » Blog Archive » The Economist on Changing Communication Paradigms Wed, 02 Jan 2008 23:23:18 +0000 http://battis.net/blog/2008/01/02/using-what-we-teach-to-teach-better/#comment-9 [...] battis.net …and I’m all out of bubble gum. « Using What We Teach to Teach Better [...] […] battis.net …and I’m all out of bubble gum. « Using What We Teach to Teach Better […]

]]> Comment on Using What We Teach to Teach Better by battis.net » Blog Archive » Gibbon’s Footnotes and Complexity http://battis.net/blog/2008/01/02/using-what-we-teach-to-teach-better/#comment-8 battis.net » Blog Archive » Gibbon’s Footnotes and Complexity Wed, 02 Jan 2008 22:16:45 +0000 http://battis.net/blog/2008/01/02/using-what-we-teach-to-teach-better/#comment-8 [...] Communicating effectively in diverse media [...] […] Communicating effectively in diverse media […]

]]> Comment on Learning Geography by Getting Lost by battis.net » Blog Archive » Using What We Teach to Teach Better http://battis.net/blog/2007/12/28/learning-geography-by-getting-lost/#comment-7 battis.net » Blog Archive » Using What We Teach to Teach Better Wed, 02 Jan 2008 22:15:42 +0000 http://battis.net/blog/2007/12/28/learning-geography-by-getting-lost/#comment-7 [...] I alluded to the idea of being willing to get lost in the hinterlands on the way to our educational destination. In this scenario, the teacher serves as the [...] […] I alluded to the idea of being willing to get lost in the hinterlands on the way to our educational destination. In this scenario, the teacher serves as the […]

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