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From: "Bonnie Odiorne" <bodiorne@c4k.org>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:1862] Re: What does a transparent approach mean?
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Bravo, both Andres and George, having a soft heart from way back in my youth
in graduate school at Johns Hopkins, then the hotbed of the
deconstructionists before Yale... Something that is transparent which isn't
really calls into question the notion of transparence itself as the illusory
quality that allows the thing itself to be accessed independently of the
tool or construct that calls it into being...
All of which is not to ignore that for me "transparence" means that the
categories of EFF should be so self-evident to students and teachers that
they shouldn't need to be codified at all, but should arise at all points
from learners' needs, goals and interests.
And if that isn't writing to be understood I don't know what is.... Good
night.
Bonnie Odiorne
----- Original Message -----
From: "gdemetrion" <gdemetrion@msn.com>
To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov>
Sent: Monday, October 22, 2001 9:15 PM
Subject: [NIFL-4EFF:1860] Re: What does a transparent approach mean?
> Or, the the underlying dynamics that give shape to EFF will become so
> transparent that its existence as a specific system will implode under its
> constructivist assumptions.
>
> George Demetrion
>
> ----- Original Message -----
> From: <AndresMuro@aol.com>
> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov>
> Sent: Monday, October 22, 2001 6:46 PM
> Subject: [NIFL-4EFF:1859] Re: What does a transparent approach mean?
>
>
> > .and some people still like to argue that deconstructionism is B.S.
> >
> > Andres
> >
> >
> >
> > In a message dated Mon, 22 Oct 2001 5:19:07 PM Eastern Daylight Time,
> Bonnie Fortini <bfortini@acad.umm.maine.edu> writes:
> >
> > > I've encountered the word "transparent" before, back in the days when
> > > computers were becoming more available and were impacting the
> educational
> > > system. At that time computers and computer technology were predicted
> to
> > > become transparent technology which meant that rather than "clear" or
> > > "lacking substance" the technology would be second nature to and for
the
> > > learner. It would be a tool to be used to access or manipulate course
> > > content. It would not exist in and of itself. In effect, the
computers
> > > we use would "disappear" by not being a barrier or something the
> students
> > > have to conquer to get to the learning. I'd like to think that that
is
> > > what "transparent" will mean with EFF. Not insubstantial, and not
> > > immediately and completely understood by all, but a useful,
approachable
> > > tool to use in a myriad of settings (curriculum development, goal
> setting,
> > > instructional methodology, program/personnel review, accountability,
> > > evaluation...). As with computers it will take different people
> different
> > > ways and amounts of time to reach the point where they can use EFF
> > > "transparently" and effectively. But, unlike computers, EFF can work
on
> > > all platforms (roles, agencies, etc.) and won't require expensive
> > > upgrades! That's not to say there are no bugs in EFF, it is and will
> > > continue to be a work in progress which means we can work out the bugs
> as
> > > we go. What is exciting about EFF is that we can use EFF to work out
> > > those bugs which only makes for greater effectiveness and validity, at
> > > least from this practitioner's standpoint.
> > >
> > > Bonnie Fortini
> > > Machias Adult & Community Education
> > >
> > >
> >
> >
> >
>
>
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