<?xml version="1.0" encoding="UTF-8"?>
<rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>Portable Learner&#187; engaging with online learning</title>
	<atom:link href="http://portablelearner.com/tag/engaging-with-online-learning/feed/" rel="self" type="application/rss+xml" />
	<link>http://portablelearner.com</link>
	<description>A website by Shanta Rohse on learning, technology and design</description>
	<lastBuildDate>Fri, 30 Apr 2010 10:24:02 +0000</lastBuildDate>
	<language>en</language>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	
		<item>
		<title>Introducing the mesofact</title>
		<link>http://portablelearner.com/linking-thinking/introducing-the-mesofact/</link>
		<comments>http://portablelearner.com/linking-thinking/introducing-the-mesofact/#comments</comments>
		<pubDate>Tue, 02 Mar 2010 21:20:29 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/818/introducing-the-mesofact/</guid>
		<description><![CDATA[Introducing the mesofactThere are facts that don’t change, like the height of Mount Everest, and facts that change a lot, like the weather. Then there are mesofacts, facts that are neither fast nor momentus, and so don’t receive the same scrutiny, but are still worthy of your attention. For example, the Periodic table has added 12 elements [...]]]></description>
			<content:encoded><![CDATA[Introducing the mesofact<p>There are facts that don’t change, like the height of Mount Everest, and facts that change a lot, like the weather. Then there are mesofacts, facts that are neither fast nor momentus, and so don’t receive the same scrutiny, but are still worthy of your attention. For example, the Periodic table has added 12 elements since 1970. 400 new extrasolar planets have been <a href="http://planetquest.jpl.nasa.gov/timeline/timeline.html" title="PlanetQuest timeline">discovered</a> since the first one in 1995. The world’s population <a href="http://www.mesofacts.org/1/post/2010/01/world-population-by-continent.html" title="World Population by Continent">stands</a> at 6.8 million. Many dinosaurs were swift and warm-blooded. “Updating your mesofacts,” <a href="http://www.boston.com/bostonglobe/ideas/articles/2010/02/28/warning_your_reality_is_out_of_date/" title="Mesofacts: Your Reality is Out of Date">says</a> Samuel Arbesman, “can change how you think about the world.” (And, I’m always drawn to insights that change how I think about the world):</p>
<blockquote cite="http://www.boston.com/bostonglobe/ideas/articles/2010/02/28/warning_your_reality_is_out_of_date/" title="Samuel Arbesman"><p>Do you know the percentage of people in the world who use mobile phones? In 1997, the answer was 4 percent. By 2007, it was nearly 50 percent. The fraction of people who are mobile phone users is the kind of fact you might read in a magazine and quote at a cocktail party. But years later the number you would be quoting would not just be inaccurate, it would be seriously wrong. The difference between a tiny fraction of the world and half the globe is startling, and completely changes our view on global interconnectivity.</p></blockquote>
<p><a href="http://portablelearner.com/linking-thinking/introducing-the-mesofact/" rel="bookmark">Introducing the mesofact</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on March 2nd, 2010</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/introducing-the-mesofact/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Atoms to bits</title>
		<link>http://portablelearner.com/linking-thinking/atoms-to-bits/</link>
		<comments>http://portablelearner.com/linking-thinking/atoms-to-bits/#comments</comments>
		<pubDate>Fri, 29 Jan 2010 21:17:14 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/?p=783</guid>
		<description><![CDATA[Atoms to bitsTuned in as I am to A History of the World in 100 Objects and the notion that humans make tools and tools remake humans, I couldn’t help but notice Chris Anderson claim that everyone now has the power to make complex things. In the DIY culture of the internet, manufacturing will be radically democratized; [...]]]></description>
			<content:encoded><![CDATA[Atoms to bits<p><a href="http://portablelearner.com/linking-thinking/history-world-objects/">Tuned in</a> as I am to <cite>A History of the World in 100 Objects</cite> and the notion that humans make tools and tools remake humans, I couldn’t help but notice Chris Anderson <a href="http://www.wired.com/magazine/2010/01/ff_newrevolution" title="In the Next Industrial Revolution, Atoms Are the New Bits | Magazine">claim</a> that <em>everyone</em> now has the power to make complex things.  In the DIY culture of the internet, manufacturing will be radically democratized; in the next industrial revolutions, “atoms are the new bits.” What was once mass produced will become mass personalized. Think on the ways in which we manage our daily lives, through our education systems, work practices, community services and governance, all of which are designed and coordinated with tools we have had at our disposal. What will these tools look like in the DIY model when collaboration, crowdsourcing and great ideas attracting like-minded individuals? The garage/basement examples Chris Anderson provides remind us that the manufacturing revolution is very much confined to hobbyist and boutique markets, not mainstream industry. But the whole notion of moving from mass production to mass personalization is rather intoxicating.</p>
<p><a href="http://portablelearner.com/linking-thinking/atoms-to-bits/" rel="bookmark">Atoms to bits</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on January 29th, 2010</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/atoms-to-bits/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Tech Law Crystal Ball</title>
		<link>http://portablelearner.com/linking-thinking/tech-law-crystal-ball/</link>
		<comments>http://portablelearner.com/linking-thinking/tech-law-crystal-ball/#comments</comments>
		<pubDate>Tue, 06 Jan 2009 05:05:48 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/661/tech-law-crystal-ball/</guid>
		<description><![CDATA[Tech Law Crystal BallWhat’s in store for Canada in 2009 in the area of technology law and policy? Michael Geist’s month-by-month blow predicts entrenched positions, slow, comprised progress on issues like copyright reform and net neutrality, only to be interrupted and displaced off the agenda by a November election (the fourth in six years). Funny in a laugh-instead-of-cry [...]]]></description>
			<content:encoded><![CDATA[Tech Law Crystal Ball<p>What’s in store for Canada in 2009 in the area of technology law and policy? <a href="http://www.michaelgeist.ca/content/view/3595/135/" title="Crystal Ball Gazing at the Coming Year in Tech Law">Michael Geist’s month-by-month blow</a> predicts entrenched positions, slow, comprised progress on issues like copyright reform and net neutrality, only to be interrupted and displaced off the agenda by a November election (the fourth in six years). Funny in a laugh-instead-of-cry kind of way.</p>
<p><a href="http://portablelearner.com/linking-thinking/tech-law-crystal-ball/" rel="bookmark">Tech Law Crystal Ball</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on January 6th, 2009</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/tech-law-crystal-ball/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Set in Our Ways: Why Change Is So Hard</title>
		<link>http://portablelearner.com/linking-thinking/set-in-our-ways-why-change-is-so-hard/</link>
		<comments>http://portablelearner.com/linking-thinking/set-in-our-ways-why-change-is-so-hard/#comments</comments>
		<pubDate>Mon, 29 Dec 2008 05:50:11 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/640/set-in-our-ways-why-change-is-so-hard/</guid>
		<description><![CDATA[Even though we yearn for what is new, most of us are unable or willing to make fundamental changes in our lives. <a href="http://www.sciam.com/article.cfm?id=set-in-our-ways" title="Set in Our Ways" Why Change is so Hard">Change is rarely as easy as we think it will be</a>. Our openness to new experiences typically increases during our 20s and then gradually declines until about age 60. After that, some of us become more open again, perhaps because our responsibilities for raising a family and earning a living have been lifted. <a href="http://portablelearner.com/linking-thinking/set-in-our-ways-why-change-is-so-hard/" rel="nofollow" class="more-link" title="continue reading" >more &#8594;</a>]]></description>
			<content:encoded><![CDATA[Set in Our Ways: Why Change Is So Hard<p>Even though we yearn for what is new, most of us are unable or willing to make fundamental changes in our lives. &lt;a href=“http://www.sciam.com/article.cfm?id=set-in-our-ways” title=“Set in Our Ways” Why Change is so Hard”&gt;Change is rarely as easy as we think it will be</a>. Our openness to new experiences typically increases during our 20s and then gradually declines until about age 60. After that, some of us become more open again, perhaps because our responsibilities for raising a family and earning a living have been lifted.</p>
<p><a href="http://portablelearner.com/linking-thinking/set-in-our-ways-why-change-is-so-hard/" rel="bookmark">Set in Our Ways: Why Change Is So Hard</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on December 29th, 2008</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/set-in-our-ways-why-change-is-so-hard/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Skeletal Remains</title>
		<link>http://portablelearner.com/linking-thinking/skeletal-remains/</link>
		<comments>http://portablelearner.com/linking-thinking/skeletal-remains/#comments</comments>
		<pubDate>Sun, 21 Dec 2008 16:13:29 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/625/skeletal-remains/</guid>
		<description><![CDATA[Skeletal RemainsDinosaur mounts have become so fundamental to our idea of what makes a natural history museum that it can be difficult to imagine the institutions ever existing without them. So does it matter that 140 years after the first Hadrosaurus foulkii mount, today’s paleontologists have reinterpreted its reliance on four rather than two legs? Yes, [...]]]></description>
			<content:encoded><![CDATA[Skeletal Remains<p>Dinosaur mounts have become so fundamental to our idea of what makes a natural history museum that it can be difficult to imagine the institutions ever existing without them. So does it matter that 140 years after the first <cite>Hadrosaurus foulkii</cite> mount, today’s paleontologists have reinterpreted its reliance on four rather than two legs? <a href="http://thesmartset.com/article/article12050801.aspx" title="Skeletal Remains" class="external">Yes, says Jesse Smith</a>:</p>
<blockquote cite="http://thesmartset.com/article/article12050801.aspx" title="Jesse Smith"><p>… it’s not so much that, say, Hadrosaurus walked on four legs, but more that this new knowledge reflects a better understanding of the world as it was before we appeared in it. We’re compelled by improved understandings of those environments that have yet to open themselves to human occupation — Mars, the deep sea, the past. Understanding life in a way that either spatially or temporally transcends the presence of humans builds a context that helps us understand that presence. The fact that we have a better idea of what the Hadrosaurus’ skull looked like, that we can replace some of the bones Hawkins used to fill in the blanks, so to speak, suggests that an image of the past is fully constructible if only we’re given the right parts.</p></blockquote>
<p><a href="http://portablelearner.com/linking-thinking/skeletal-remains/" rel="bookmark">Skeletal Remains</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on December 21st, 2008</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/skeletal-remains/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>EEGs Show Brain Differences Between Poor and Rich Kids</title>
		<link>http://portablelearner.com/linking-thinking/eegs-show-brain-differences-between-poor-and-rich-kids/</link>
		<comments>http://portablelearner.com/linking-thinking/eegs-show-brain-differences-between-poor-and-rich-kids/#comments</comments>
		<pubDate>Mon, 15 Dec 2008 04:09:17 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/624/eegs-show-brain-differences-between-poor-and-rich-kids/</guid>
		<description><![CDATA[EEGs Show Brain Differences Between Poor and Rich KidsKids from lower socioeconomic levels show brain physiology patterns similar to someone who actually had damage in the frontal lobe as an adult, said Robert Knight, a UC Berkeley professor of psychology and director of their Neuroscience Institute. This is a wake-up call. It’s not just that these kids are poor and more likely to [...]]]></description>
			<content:encoded><![CDATA[EEGs Show Brain Differences Between Poor and Rich Kids<p><q>Kids from lower socioeconomic levels show brain physiology patterns similar to someone who actually had damage in the frontal lobe as an adult,</q> said Robert Knight, a UC Berkeley professor of psychology and director of their Neuroscience Institute. <q>This is a wake-up call. It’s not just that these kids are poor and more likely to have health problems, but <a href="http://www.berkeley.edu/news/media/releases/2008/12/02_cortex.shtml" title="EEGs Show Brain Differences Between Poor and Rich Kids" class="external">they might actually not be getting full brain development from the stressful and relatively impoverished environment associated with low socioeconomic status</a>: fewer books, less reading, fewer games, fewer visits to museums.</q> This study has been repeated many times in the last thirty years, with analogous results; this one is unique in that is sorts out the variables that people have used to discount previous studies and yet ends by asking “Can this be replicated?” For heaven’s sake. What more proof do we need?</p>
<p><a href="http://portablelearner.com/linking-thinking/eegs-show-brain-differences-between-poor-and-rich-kids/" rel="bookmark">EEGs Show Brain Differences Between Poor and Rich Kids</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on December 14th, 2008</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/eegs-show-brain-differences-between-poor-and-rich-kids/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Procrastinating Again?</title>
		<link>http://portablelearner.com/linking-thinking/procrastinating-again/</link>
		<comments>http://portablelearner.com/linking-thinking/procrastinating-again/#comments</comments>
		<pubDate>Tue, 09 Dec 2008 06:01:49 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/blog/617/procrastinating-again/</guid>
		<description><![CDATA[Procrastinating Again?Procrastination is not a time-management problem. It’s a complex problem involving personality, situations and motivation. Everyone occasionally procrastinates, 15 to 20 percent of adults routinely put off activities that would be better accomplished right away, and a whopping 80 to 95 percent of college students have a penchant for postponement. Trisha Guru covers contemporary views [...]]]></description>
			<content:encoded><![CDATA[Procrastinating Again?<p>Procrastination is not a time-management problem. It’s a complex problem involving personality, situations and motivation. Everyone occasionally procrastinates, 15 to 20 percent of adults routinely put off activities that would be better accomplished right away, and a whopping 80 to 95 percent of college students have a penchant for postponement. <a href="http://www.sciam.com/article.cfm?id=procrastinating-again" title="Procrastinating Again?" class="external">Trisha Guru covers contemporary views on and advice for kicking the procrastination habit</a>.</p>
<p><a href="http://portablelearner.com/linking-thinking/procrastinating-again/" rel="bookmark">Procrastinating Again?</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on December 9th, 2008</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/procrastinating-again/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>How do you find what you want and how do you know it is true?</title>
		<link>http://portablelearner.com/linking-thinking/how-do-you-find-what-you-want-and-how-do-you-know-it-is-true/</link>
		<comments>http://portablelearner.com/linking-thinking/how-do-you-find-what-you-want-and-how-do-you-know-it-is-true/#comments</comments>
		<pubDate>Tue, 28 Oct 2008 05:37:32 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://shantarohse.com/590/how-do-you-find-what-you-want-and-how-do-you-know-it-is-true/</guid>
		<description><![CDATA[How do you find what you want and how do you know it is true?Judy Breck quotes Howard Rheingold on the information morass that is seeking what you want and knowing if it is true: All of the world’s knowledge is in the air to be plucked down by our telephone. Of course it’s also all the world’s disinformation, misinformation, spam, porn, Nigerian frauds, urban legends, hoaxes. So how [...]]]></description>
			<content:encoded><![CDATA[How do you find what you want and how do you know it is true?<p><a href="http://www.goldenswamp.com/2008/10/27/how-do-you-find-what-you-want-and-how-do-you-know-it-is-true/" title="How Do You Find What You Want and How Do You Know It Is True?" class="external">Judy Breck quotes Howard Rheingold on the information morass that is seeking what you want and knowing if it is true</a>:</p>
<blockquote cite="http://www.goldenswamp.com/2008/10/27/how-do-you-find-what-you-want-and-how-do-you-know-it-is-true/" title="Howard Rheingold"><p>All of the world’s knowledge is in the air to be plucked down by our telephone. Of course it’s also all the world’s disinformation, misinformation, spam, porn, Nigerian frauds, urban legends, hoaxes. So how do you find what you want and how do you know that it’s true? Those seem like to me both extremely important questions today .…</p></blockquote>
<p>The answer, says Judy Breck, is nothing less than <q>to change both where we look and the way we ascertain truthfulness.</q></p>
<p><a href="http://portablelearner.com/linking-thinking/how-do-you-find-what-you-want-and-how-do-you-know-it-is-true/" rel="bookmark">How do you find what you want and how do you know it is true?</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on October 28th, 2008</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/how-do-you-find-what-you-want-and-how-do-you-know-it-is-true/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>No Heaven on Earth</title>
		<link>http://portablelearner.com/linking-thinking/no-heaven-on-earth/</link>
		<comments>http://portablelearner.com/linking-thinking/no-heaven-on-earth/#comments</comments>
		<pubDate>Tue, 30 Sep 2008 04:21:17 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://shantarohse.com/584/no-heaven-on-earth/</guid>
		<description><![CDATA[No Heaven on EarthWhy are so many of us so skeptical when confronted with the overwhelming evidence for environmental consequences of destroying everything we come in contact with? In her review of American Earth, an anthology of American environmentalist views, Verlyn Klinkenborg has this reaction to the barrage of evidence and entreaties to reconnect with nature: After a [...]]]></description>
			<content:encoded><![CDATA[No Heaven on Earth<p>Why are so many of us so skeptical when confronted with the overwhelming evidence for environmental consequences of destroying everything we come in contact with? <a href="http://bookforum.com/inprint/015_03/2721" title="No Heaven On Earth" class="external">In her review of <cite>American Earth,</cite> an anthology of American environmentalist views, Verlyn Klinkenborg</cite> has this reaction to the barrage of evidence and entreaties to reconnect with nature:</a></p>
<blockquote cite="http://bookforum.com/inprint/015_03/2721" title="Verlyn Klinkenborg"><p>
After a day or two, I found myself reading this anthology as if it were a series of reports from a distant planet in a distant time—as an appendix, perhaps, to Doris Lessing’s Canopus in Argos novels. Reading American Earth in that light helped make several things clear. First, each document in the volume is a minority report—sometimes a minority of one. The assumptions, the hopes, the arguments in nearly every one of these pieces, no matter when they were written, are contradicted by the way the vast majority of Americans live and by the political and economic structures that determine that lifestyle. Second, the fundamental environmentalist arguments—the fundamental perceptions—are unchanging over time; only the details vary. We are still catching up to Thoreau, still coming to terms with the outrage George Perkins Marsh expressed in 1864, his worries about “climatic excess” and our “restless love of change.” Third, writers in every generation take a crack at finding the crystalline argument that will induce an epiphany in skeptical readers—for nothing less than an epiphany will do to persuade them to change the way they go about living. Yet every generation fails, in part because skeptical readers so seldom pick up this kind of writing or submit to its evidence.
</p></blockquote>
<p>Her conclusion is also worth noting. She reaches for Kafka (<q>There is infinite hope, but not for us.</q>) and writes regretfully: <q>I would say something different if I could. I have every faith in nature’s recuperative powers.…What I doubt is our ability, as a species, to see and, having seen, to continue to pay attention.</q></p>
<p><a href="http://portablelearner.com/linking-thinking/no-heaven-on-earth/" rel="bookmark">No Heaven on Earth</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on September 30th, 2008</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/no-heaven-on-earth/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Next Renaissance</title>
		<link>http://portablelearner.com/linking-thinking/the-next-renaissance/</link>
		<comments>http://portablelearner.com/linking-thinking/the-next-renaissance/#comments</comments>
		<pubDate>Tue, 15 Jul 2008 05:01:21 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://shantarohse.com/?p=525</guid>
		<description><![CDATA[The Next RenaissanceIn his keynote address at the Personal Democracy Forum 2008, Douglas Rushkoff points out that there is in fact nothing personal about democracy. Rather, it is about transcending the self and acting collectively. Sadly, even though the social media tools we use cede central authority to decentralized groups and give us a way to participate [...]]]></description>
			<content:encoded><![CDATA[The Next Renaissance<p>In his keynote address at the Personal Democracy Forum 2008, <a href="http://www.edge.org/3rd_culture/rushkoff08/rushkoff08_index.html" title="The Next Renaissance" class="external">Douglas Rushkoff points out that there is in fact nothing personal about democracy</a>. Rather, it is about transcending the self and acting collectively. Sadly, even though the social media tools we use cede central authority to decentralized groups and give us a way to participate in small ways, we tend to miss the real opportunity to reconfigure how democracy operates (<i>cf.</i> the first Renaissance). The opportunity is not to blog about politics, but rather to reclaim our role as citizens who participate in the creation of the society in which we want to live:</p>
<blockquote cite="http://www.edge.org/3rd_culture/rushkoff08/rushkoff08_index.html" title="Douglas Rushkoff"><p>
If Obama is indeed elected <q>the first truly Internet-enabled candidate,</q> we should take him at his word. He does not offer himself as the agent of change, but as an advocate of the change that could be enacted by people. It is not for government to create solar power, for example, but to get out of the way of all those people who are ready to implement solar power, themselves. Responding to the willingness of people to act, he can remove regulations developed on behalf of the oil industry to restrict its proliferation.
</p></blockquote>
<p><a href="http://portablelearner.com/linking-thinking/the-next-renaissance/" rel="bookmark">The Next Renaissance</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on July 15th, 2008</p>
]]></content:encoded>
			<wfw:commentRss>http://portablelearner.com/linking-thinking/the-next-renaissance/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
	</channel>
</rss>
