It was harsh for me to hear. “No, that’s no good.” There it was again.
Coming from the world of education, I was used to feedback that was kind and almost apologetic–feedback that made me feel good.
Sometimes the learning feedback I get isn’t what I’d hoped to hear. There’s a fine line between feedback that simply makes the recipient smile, and effective, kindly-stated feedback. Sometimes, in an attempt to be polite and considerate, we generate comments that are watered down and not helpful.
I realized that one major difference between feedback in the tech world and feedback in the ed world is that feedback in tech is much more direct. It seems almost abrupt at first. In education, we’re used to “It would be great if you could,” rather than, “Nope, that’s no good. Do this.” Everyone’s busy; feedback cuts right to the chase. Being able to accept and give feedback are very different skills. They need to be taught in schools."
I intended this to be a comment to Dave Warlick's post on the subject, but his comment system won't accept my submission. I think that this post shows the futility of anyone trying to claim credit for the term.
I have found a reference to a 'personal learning network' in a document dates April 8, 2000, by the Treasury Board Secretariat, Government of Canada. http://www.tbs-sct.gc.ca/pubs_pol/partners/workreport8-eng.asp This use, although dates, is consistent with uses of the term today. "Personal Learning Network has PC based, multimedia learning activities that employees can tailor to a learning map.
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
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