Revision [8974]

This is an old revision of PresentingOnTheKnottedLineBJR made by BonnieRobinson on 2018-04-17 15:32:53.

 

| Notes on The Knotted Line
When I first got to this site, I decided to watch one of the short introduction videos posted on the first page. The video got me very interested in the project. The way the narrator spoke about the project being an educational tool (a curriculum, really), awakened my educator's brain, and I thought perhaps this would be something I could adapt or use in my own classroom.

The project was explained as an interactive and participatory, digital curriculum that reveals a non-linear approach to history in a way that allows the students to see the interconnectedness of all of us across time and space. It seemed promising, but I opened up one of the units and began looking at how it was set up. The units were very prescriptive and thorough, so it would be extremely simple to integrate these lessons into the classroom. It's like lesson plans in a box; however, from the content, I wasn't sure it would be a good fit for my students.

My students are very skeptical of anything that hints at having an agenda. I think they would sniff out the agenda in this project right from the get-go, and even if they agreed with the content, they would resist it just because they don't want someone else telling them how to think.

This one is also a maybe...

How The Knotted Line is Interactive

Reflections
This piece was interesting in that it was very appealing at first. I was excited about the possibilities it promised. I sat down with it a couple of times, each time, I allowed myself to go deeper into the timeline. I really wanted to embrace The Knotted Line because the concept was really cool, but I just couldn't quite feel at ease in the virtual space. I finally realized why that was while I was running on the treadmill at the gym listening to a podcast about addiction and recovery. The former addicts were discussing the myth that drinking or using made them free. Now on the recovery side of things, they understand what a hold these addictions had on them, and they are experiencing a whole new kind of freedom.

That discussion made me think about what the developers of The Knotted Line are attempting to do with this piece designed to educate 14-20something-year-olds. TKL wants to overturn the mythologies we've built around history and concepts revolving around freedom, power, and justice. They want a modern audience to see how we are connected to and impacted by historical events.

The message and the medium are important in this piece, but in my opinion, I'm not so sure it's working the most effectively. I am guessing the developers wanted to give the reader a sense of freedom to explore this space without any real instructions. They provide helps or hints for usage but not a road map so to speak. This freedom is exhilarating at first, but I quickly felt tricked by the system. Once I was in, I felt like I was back inside the same old educational system I know too well. One where there is a right answer, and I'm supposed to arrive at it - even though it might distract me or keep me slightly entertained with the sparkles, at the end of the day, the teacher is looking to indoctrinate me with a specific point of view.

I think this project or curriculum might work well with small groups with an individualized component - because surrounding students with a group of their peers might help them to see different viewpoints and be more open or secure about not conforming, but I just thought it was too agenda-driven to provide a truly "free" interactive experience.
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