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Adelaide River to Daly Waters: through the windscreen

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  Adelaide River to Daly Waters: through the windscreen Through the windscreen, the drive south from Adelaide River toward Daly Waters reveals the continent’s layered past, unfolding mile by mile. The journey is not merely a passage through space; rather, it is a confrontation with history itself, where the frontier’s rupture transforms the land into a living narrative of loss, power, and the slow, stubborn return of what was once taken. Once you cross that violent threshold, where modern roads carve through the repressed ghosts of the interior, you can never see the Australian outback the same way again. The bitumen transforms: no longer a mere ribbon of asphalt, but an audacious thread of technology stretched tenuously over ancient, dreaming ground. Southward, beyond the iron-stained ridges of Pine Creek and the sun-scorched Barkly plains , the story changes. Here, the land speaks of colonial bravado undone, of cultures and nations ground and reformed by force. Telegraph stat...
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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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