I realize that I am brought up in the tradition of knowledge where learning and expressing knowledge is somewhat different processes. Learning privately before expressing it publicity. The ONL course challenges this by encouraging expressing the not yet known publicitly. I look forward to learn to express what I don’t already know together with my ONL group!

In this course topic, I would like to focus on what thresholds (Land et al) there are in becoming personal in the Resident-Institution area of learning (White and Le Cornu), and how to overcome them.

I start this post by mentioning what the topics scenario triggers in terms of what I already know – which is also a brand new knowledge that the ONL course has offered in resources – and then focus on what questions or knowledge blanks I can identify.

In group meetings I have been mentioning threshold concept or threshold knowledge and been referring to Ray Land (et al). Here’s a few link to introduction to the concept.

https://www.ee.ucl.ac.uk/~mflanaga/thresholds.html

https://play.mdh.se/media/t/0_oherwf78

In short, a person that approach the unknown may find them selves as standing in the doorway, on the threshold, to a dark room not knowing what to find, expect or how to move on. People are different, so some may throw them selves in and start mapping out the walls, try how far they get before hitting something etc, and some may stop, turn around and go back to the room they came from, the light and the known.

Pointed out by ONL I find the concept of Visitor – Resident (White and Le Cornu) and how the progressive progress of digital literacy may be viewed as amount of integration into ones life and/or profession (Beecham and Sharp) very interesting. In short – technology is integrated in our lives from the level of something we have to something we are. We are technology as we use it to achieve something without further thinking.

So, if I am an equipment or technology, one could argue that the equipment is part of my identity. Identity and privacy is interlinked, but in this case I would say that having technology as part of my identity does not automatically make me use it in a private manner. How can I feel more safe about, and learn the benefits of placing my learning process in public? (Becoming personal in the Resident-Institution area.) This is what I do not know, and that I do not know how exactly to navigate on the other side of that threshold.

While not knowing yet, I guess the field that my questions touches engage

  • psychology (identity, motivation, being social…)
    How does different personalities effect how to invite to the private area?
    How can the public and the private aspects of White and Le Cornus private area be analyzed and negotiated?
  • epistemology (knowledge, learning…)
    Being personal in an institutional context – does the curriculums allow that?
    What risks do the teacher and student take by being personal?
  • technology (design, functionality…)
    Private – Public requirements and functionality
Focus on topic 1