tag:blogger.com,1999:blog-7240540941915654142.post6163546902492365027..comments2017-11-19T18:45:30.389-08:00Comments on EduTechLand: Going Off the Record at #durbbuAnonymoushttp://www.blogger.com/profile/15063248975446548837noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-7240540941915654142.post-318577113143287192012-01-06T11:18:31.043-08:002012-01-06T11:18:31.043-08:00As you say, "The act of recording changes beh...As you say, "The act of recording changes behaviours." Recording every aspect of a lecture, including audience questions and comments, risks stifling discussion. "No recording, no attribution" encourages frank discussion, as at Chatham House (hence "Chatham House Rules" for frank debates). <br /><br />I wonder if talks will be recorded at the 2012 Threshold Concepts conference, http://bit.ly/hfm1Hz<br /><br />In the context of Threshold Concepts, some people would feel very uneasy to have it recorded for posterity that they find an explanation or a theory confusing. Yet in science, many advances happen through the re-thinking that follows such admissions. <br /><br />At a student level, naive intuition may well be wrong, hence the value of being able to find ways to occasionally contradict intuition. As an example I recently came across the Banach–Tarski theorem and the re-thinking and unlearning that follows an encounter with it. For me, this was troublesome knowledge, and I found myself in a Liminal Space. But I'm not an expert in that area, so I can happily admit to that. It might be different in areas where people look to me as an expert.Paul Lefrerehttps://www.blogger.com/profile/02147742495561411588noreply@blogger.com