CritLit2010 Traversing or jumping

It is an interesting aspect of a connectivist course how the learner is able to connect a weekly topic to the main course topic. Since learning is associated with traversing the nodes in a network, it seems to be important that this traversing does not include too wide jumps. I missed too much of the previous weeks of the course, and so the step from critical literacies to syntax, for me, was a jump that was too far, and I failed it. Fortunately, in today’s wrap-up session, Stephen and Rita helped the small audience with this connection.

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One Response to CritLit2010 Traversing or jumping

  1. These are interesting points in your post. I am not sure if I have fully understood your message here, relating to the wide jumps – I suppose you are referring to oftentimes different literacies and syntax (in and outside the course as proposed by different actors (learners & other networkers).
    I appreciate your use of the words – traversing, jumps which match exactly what this course is all about. This reinforces the importance of syntax – the way in which words are arranged and form sentences and context – the words that come before and after a particular word or phrase and help to fix its meaning with the semantics (meaning). For me, I just integrate them in my connection (communication), and so I seldom look into it with such details. I suppose the juxtaposition of syntax, context, pragmatics, semantics, change, etc. would help when I draw them up in my mind as delineation. May be it is like driving a car (use of language), where one has to check the tyres, oil, lights, gear, accelerator and brakes(syntax – in sequence), and the traffic condition (context), in order to drive safely (meaningful). Have I jump started? Or may driving in the wrong lane? May be I am driving a virtual one different from yours, but surely we are cooperating, not competing.
    I am not a linguistic specialist, and so I don’t think I could add “much” value to the conversation in the linguistic discourse.
    John

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