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  </channel><item rdf:about="https://globalonlineacademy.org/insights/articles/flexibility-wellness-sustainability-goas-review-of-school-schedules-for-learning-online">
    <title>Flexibility, Wellness, Sustainability: GOA’s Review of School Schedules for Learning Online | GOA</title>
    <dc:date>2020-04-11T22:16:41+00:00</dc:date>
    <link>https://globalonlineacademy.org/insights/articles/flexibility-wellness-sustainability-goas-review-of-school-schedules-for-learning-online</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“This is the first post of a two-part series on scheduling and grading during COVID-19. The second part, on grading policies, will be published the week of April 13. For all of GOA’s resources and offerings related to learning online at this challenging time, please visit our COVID-19 landing page.”

[via: https://twitter.com/emilymccarren/status/1248742335887769601

“We have heard from some families & students that they would prefer a "normal synchronous class schedule".  We have to communicate clearly why we won't do that: Flexibility, Wellness, Sustainability: From @GOAlearning”]]]></description>
<dc:subject>flexibility wellness sustainability education online learning howweteach teaching 2020 covid-19 coronavirus synchronous asynchronous schools howwelearn</dc:subject>
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<item rdf:about="https://medium.com/better-people/slack-i-m-breaking-up-with-you-54600ace03ea#.kiwil1ixr">
    <title>Slack, I’m Breaking Up with You — Better People — Medium</title>
    <dc:date>2016-03-04T05:18:10+00:00</dc:date>
    <link>https://medium.com/better-people/slack-i-m-breaking-up-with-you-54600ace03ea#.kiwil1ixr</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["You’re actually making it HARDER to have a conversation

Back before we met, I had two primary modes of digitally communicating with people:

1. Real Time
Some of the digital platforms I used were inherently “real time” (phone, Skype, IRC, Google Hangouts, etc.), where there was a built-in expectation of an immediate, rapid-fire conversation wherein everyone involved was more or less fully-present and participating.

2. Asynchronous
Conversely, there were other platforms that were inherently asynchronous (email, voicemail, iMessage, Twitter DMs, etc.), where there was no expectation of an immediate response, and people tended to send cogent feedback in their own time.

Then you came along, and rocked everyone’s world by introducing a conversational melting pot that is neither fully real time, nor fully asynchronous. You’re somewhere in between:

You’re asynchronish.

At first I thought this sounded delightful — it would be the best of both worlds! I was always free to drop someone a line, and if they were feeling chatty, a full-fledged conversation could simply spring up, with no need to switch platforms.

After getting to know you better, though, I’ve found that your “asynchronish” side is less impressive than I first thought. It leads to everyone having half-conversations all day long, with people frequently rotating through one slow-drip discussion after another, never needing to officially check out because “hey! it’s asynchronous!”"

…

"You’re turning my workdays into one long Franken-meeting

I think you and I can both agree that meetings are kind of the worst. And, on the surface, you do totally obviate the need for a ton of them. I can definitely think of many times in which a quick Slack whip-around has saved me from all kinds of interpersonal tedium. So thank you for that.

However, I’m wondering what the cost of it is. Specifically, I wonder if conducting business in an asynchronish environment simply turns every minute into an opportunity for conversation, essentially “meeting-izing” the entire workday."

…

"I belong to roughly 10 different Slack teams. People are very used to messaging me (directly or publicly) whether I’m online or not, so there’s a heavy social expectation for me to keep those conversational plates spinning on an ongoing basis, even if I’m signed out of all your clients.

I really don’t want to leave the people I care about hanging, but I haven’t seen any native way to let them know I may be gone for a while, and to perhaps try me elsewhere. This all seems a bit possessive on your part, whether you meant it to be or not — how do I take a vacation without taking you with me? How would you help me if I wound up in the hospital?

For better or for worse, you’ve gone from a novelty to a supernova in the blink of an eye. It’s only been two years, and many already act as if it’s impossible to remember what life was like before you came along."

…

"The question isn’t quality of design; you are stunningly well-designed in supporting the human tendencies you’re set up to support. I’m just not sure that those tendencies are ones I really want more of in my life right now. It seems that everyone’s social habits around using you are lagging pretty far behind your marvelous technical advancements."]]></description>
<dc:subject>slack asynchronous messaging email meetings 2016 asynchronish work productivity conversation samuelhulick cabelsasser jasonfried joshpigford chat</dc:subject>
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<item rdf:about="http://notes.caseyagollan.com/post/46499236273/reinventing-administration">
    <title>Reinventing Administration - Notes + Links / Casey A. Gollan</title>
    <dc:date>2013-04-03T07:18:50+00:00</dc:date>
    <link>http://notes.caseyagollan.com/post/46499236273/reinventing-administration</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For months-and-months I’ve been sitting on a slowly-changing monster of an essay draft titled Reinventing Administration, borne out of my experiences in the last couple of years working with and fighting against the people in charge of Cooper Union. Inspired by Heather Marsh’s awesome serialized blog posts on collaboration, today I’m going to start noodling-in-public on different thoughts until this topic is out of my system and my drafts folder. While Cooper is the subject of these writings, it’s kind of interchangeable: an object through which I hope to address the challenge of reforming institutions who seem to have…gotten away from themselves. The problems here are not unique, and the questions we (the community of students, faculty, staff, alumni, and neighbors) have had to ask form a kind of rubric against which to check out-of-whack leadership at schools everywhere.

Here are some topics that come to mind, which I’ll link up like a table of contents if they come into existence, and add to as I go:

• How did Cooper Union get into a death spiral?
• Is all money dirty? Or, how can anybody sleep at night knowing that an egalitarian institution is funded by businessmen who’re widening inequalities elsewhere?
• Legacy, as in cobwebs.
• Preservation vs. building a new city.
• Transparency, accountability, and other cans of worms.
• Asynchronous collaboration walks into a meeting an falls over laughing.
• Community theater (as in appeasement and “fake consensus” not showtunes. Okay, well, maybe showtunes.)
• Bottlenecks. (Hierarchies vs. networks)
• Who are administrators? Where did they come from? And could we do this without them?
• Who does a bland Public Relations department serve?
• A look at work by others on “Open Government” and “Open Society”
• Git and Github as a metaphor and possibly a working toolkit for Open Government
• Where to stop the technological steamroller
• Pushing the right leverage point — growth — in the wrong direction. Or, growing down and replicating as an alternative to fattening up.
• Does everything inevitably get away from you in the worst possible way, Peter Cooper? Or can you design a non-stifling system that supports its original intention.
• Do we need classroom teaching? An imagined debate between John Taylor Gatto, who learned everything he needed to know smoking cigarettes by the river, and Margaret Edson, whose experiences with schooling are heartwarming rather than traumatic.
• Can classroom teaching be saved? (Picking IRL education up where Clay Shirky left off…and kicked it while it’s down.)"]]></description>
<dc:subject>caseygollan cooperunion 2013 administration education highered teaching learning schools schooling deschooling unschooling clayshirky hierarchy hierarchies leadership management bottlenecks communitytheater collaboration asynchronous legacy egalitarianism inequality technology git github opengovernment transparency johntaylorgatto petercooper systems systemsthinking opensociety adminstrativebloat questions anarchism governance heathermarsh</dc:subject>
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<item rdf:about="http://www.theatlantic.com/technology/archive/2012/02/the-false-novelty-of-making-reading-social/253367/">
    <title>The False Novelty of Making Reading 'Social' - Alan Jacobs - Technology - The Atlantic</title>
    <dc:date>2012-02-22T13:28:44+00:00</dc:date>
    <link>http://www.theatlantic.com/technology/archive/2012/02/the-false-novelty-of-making-reading-social/253367/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["So what is it that sites like Findings and Readmill do? I would say that they enable asynchronous interactive digital commentary. That's a mouthful; it's a lot easier to say that they "make reading social." But easier in this case is definitely not better. All these digital possibilities are turning the old and familiar experience of reading on its head, and the language we have to describe the changes hasn't even begun to catch up. It needs to start."]]></description>
<dc:subject>reading books commentary annotation asynchronousinteractions asynchronous social 2012 findings readmill alanjacobs</dc:subject>
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<item rdf:about="http://nearfuturelaboratory.com/pasta-and-vinegar/2011/10/17/video-games-with-less-video/">
    <title>Pasta&amp;Vinegar; » Video games with less video</title>
    <dc:date>2012-01-23T06:29:46+00:00</dc:date>
    <link>http://nearfuturelaboratory.com/pasta-and-vinegar/2011/10/17/video-games-with-less-video/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Discussion with colleagues here at the design school about “screenless interaction design” led me to present some projects that I find interesting in the field. It seems that there’s starting to be a cluster of projects that aim at creating playful and digital interactions with less emphasis on the visual senses. Some examples I find interesting:

[1] SAP (for Situated Audio Platform) a “Barely Game prototype” by Russell Davies…

[2] Oterp by Antonin Fourneau (development by Kevin Lesur)…

[3] Papa Sangre…

It seems that there’s a continuum based on the degree to which the user need to look at his or her own device: from no need to do this to a quick glance once in a while. Interestingly, this connects to another interest of mine: asynchronous interactions between the user and digital realms… which led me to this kind of design space (teku teku angel is a Nintendo DS game in which you have to walk with a pedometer to raise so tamagotchi-like creature)…"
]]></description>
<dc:subject>pedometer tamagotchi barelygames kevinlesur antoninfourneau mobile digitalinteractions audio senses videogames ds nintendods tekutekuangel gaming games asynchronousinteractions asynchronous papasangre oterp nicolasnova situatedaudioplatform blind</dc:subject>
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</item>
<item rdf:about="http://www.rheingold.com/university/">
    <title>Rheingold U</title>
    <dc:date>2011-02-21T23:45:40+00:00</dc:date>
    <link>http://www.rheingold.com/university/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["a totally online learning community, offering courses that usually run for 5 weeks, w/ 5 live sessions & ongoing asynchronous discussions through forums, blogs, wikis, mindmaps, & social bookmarks. In my 30 years of experience online & 6 years teaching students face to face & online at UC Berkeley & Stanford, I've learned that magic can happen when a skilled facilitator works collaboratively w/ a group of motivated students. The first course, "Introduction to Mind Amplifiers," ran in 2 sessions in January-March, 2011. Live sessions include streaming audio & video from me & students, shared text chat & whiteboard, & my ability to push slides & lead tours of websites. Future classes will cover advanced use of personal knowledge tools, social media for educators, participatory media/collective action, social media issues, introduction to cooperation studies, network & social network literacy, social media literacies, attention skills in an always-on world."]]></description>
<dc:subject>education learning onlinelearning online howardrheingold teaching socialmedia networkculture networkliteracy rheingoldu asynchronous collaboration collaborative freelanceteaching freelance freelancing freelanceeducation alacarteeducation</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:29a7d768b91d/</dc:identifier>
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<item rdf:about="http://archleague.org/2009/10/situated-technologies-pamphlets-5/">
    <title>The Architectural League of New York | Situated Technologies Pamphlets 5</title>
    <dc:date>2009-10-27T06:27:07+00:00</dc:date>
    <link>http://archleague.org/2009/10/situated-technologies-pamphlets-5/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In Situated Technologies Pamphlets 5,  Julian Bleecker and Nicholas Nova argue to invert this common perspective and speculate on the existence of an “asynchronous city.” Through a discussion of objects that blog, they forecast situated technologies based on weak signals that show the importance of time on human practices. They imagine the emergence of truly social technologies that through thoughtful provocation can invert and disrupt common perspective."
]]></description>
<dc:subject>technology urbancomputing nicolasnova julianbleecker planning location urban ubicomp architecture books cities computing designfictions asynchronous treborscholz markshepard omarkhan</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:efa6a7cb0ecf/</dc:identifier>
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