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JJFBbennett travels China

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  JJFBbennett travels China Travel China vblog A travelogue through transit, urban spaces, and metamodern art. Follow the journey from Darwin into mainland China—spanning flight corridors, local bus routes and the architectural textures of Guangzhou. Blending visual observation, posthuman reflections, and ambient digital art, this series explores mobility, modern landscape, and the hero's journey in transit. Travel serves as the raw material for my digital art, transformed through the lens of experiential video. I approach video recording much like a traditional painter uses charcoal: as an immediate, fluid sketch. Where a static photograph freezes time, a video sketch captures gesture, momentum, light shifts, and the living pulse of an environment. Through editing, video becomes more than a record of movement—it becomes a site of active reflection. It allows me to re-enter the experience, positioning myself within the atmosphere of the place. This process of thinking about think...
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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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