Not long ago, Heather Ross asked about institutional social networking policies, and also about institutional access to third-party sites educators use.
Though I tried commenting on that post, I got error messages twice, and then fedback to this effect, “Duplicate comment detected; it looks as though you’ve already said that!” Since I’m unsure what got through, here goes again.
I thought Heather might be interested in an encapsulated gem I found the other day, and have described like this in Diigo:
Jenna McWilliams’ post frames and follows on from Steve Taffee’s post comprising Proposed Guidelines for Use of Social Networks by School Faculty and Staff (Blogg-Ed Indetermination, Social Networking Guidelines for School Employees, 2009.02.12). Her follow-ons focus “On ‘Misrepresentation’” and “On Course Use of Social Networking.”
The Group Badge below represents a Diigo group forming in Kumamoto to animate, promote, and study blogging initiatives and leadership within an expanding online community. The acronym WinK, for Weblogging in Kumamoto, indicates the group’s geographic focus, though not its initial tertiary education nexus.
The group description in the badge should be self-explanatory. If not please feel free to ask for additional information or clarification in comments on this post. Keywords for the Diigo group include: blogging, collaboration, community, education, leadership, technology, and writing.
A graphic representation for the Diigo group, to replace the default avatar, is in the works. We’ll stew on shortening the group name to fit badge width.
Stashed away hither and thither in this office are notes accumulating from various presentations attended over the ages, some of which only come to light when virtually everything must move for floor waxing.
This spring, if I may call it that even though it’s threatening to snow tonight in southwestern Japan, the most surprising find has been the last page of notes from a faculty development session a year ago, almost to the day. It is short, sweet, and to the point:
Instill “educational heart” and teaching skills will follow.
([details to rediscover and insert about here: presenter, title...], 2007.03.07)
Machine translation from the original, vernacular wording of the phrase in question, 教育マインド (kyouiku mind), produces the phrase in quotations marks above. “Educational soul” might be just as accurate for an off-the-cuff translation.
It no doubt will be an adventure to explore the connotations of “educational heart,” one requiring suspension of beliefs regarding the easy-come, laissez-faire implications regarding development of appropriate teaching practices at the university level.
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