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I am of the Primrose Empire

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I am of the Primrose Empire It is always dusk when the cycle resets, like waking inside the cold architecture of an unyielding, repetitive dream. I walk the wet, cobbled veins of an ancient European city, passing beneath stone arches hung with heavy, lifeless flags, heraldry drained of colour, damp cloth clinging to wooden poles like dead skin. There is no breath of wind, only the low, humming pressure of an era turning in its sleep. I reach into an iron sconce and tear loose a torch of roaring, ragged fire. The flame casts jittering amber shadows against the masonry as I plunge down the same discrepant corridor, a passage that bends against geometry, narrowing and widening like an inhaling throat. Past the broken gargoyles. Into the moss-eaten ruins of a seated angel whose stone wings have sheared away to jagged stubs. And onwards, deeper into the vaulted hush, drawn by an old, fevered pull toward the temple of the sacred primrose. Here, in the forgotten transept of empire, stands the...
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Distance Education and eduTechnology

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My favorite Distance Learning quotes


From https://twitter.com/jjfbbennett


Shifting content-based teacher transmitted delivery to student inclusive learning requires a whole-of-school approach.



Distance Education provides learning to students separated by distance, this should not lower teaching-learning quality.



Technology is not enough. Transformative structures can be easily disregarded by implicit morphic practices




Morphic behavior operating in a new structure will not improve learning effectiveness or achievement. It may do at best: maintain output.




Distance Education technologies plasticizes the actual place of instruction, within which the teacher fabricates the describable activities.



Distance Education teacher is about transformative mastery of ICT contextually applied to the pedagogy used in quality classroom teaching.



Gatekeeper teachers can easily conjure up arguments to maintain the status quo to resist disruptive technologies.


5 levels 4, 21c teacher: global, school-organization systems, students, learning teams, open resource & intellectual asset development.



MOOCs mass production for mass consumption. It is an industrial Fordist 20C model. No wonder dropout rates are in mass percentages.




Classroom and sense of control. Students learn control within a changing environment vs diminished control in a controlled environment.

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