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swatson217

Mimi Ito - Weblog: Connected Learning = Abundant Opportunity + Terror + Hard Attentiona... - 7 views

itofisher.com/...cted_learning_abundant_op.html

shared by swatson217 on 26 Sep 14 - No Cached
  • Most were reluctant
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Learned behavior, learned mindsets. Unlearning is the devil's own.
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Reminded of my first attempts with zeegas--unclear, uncertain
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      And we learn in those uncomfortable moments, including how to create our own agency with technology. With Zeega, you've pushed the boundaries in many directions, Captain Zeega.
    • Tania Sheko
      Tania Sheko on 27 Sep 14
       
      It's scary at first but once you get used to it, it's easier than F2F in my opinion.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      I think I now find it easier than f2f too... That probably requires elaboration, though :) as I know it's not intuitive. I wonder if it is a phase everyone goes through to finally reach that comfort, or if it is just something some people are more disposed to enjoy/be comfortable with, while others not (like intro/extroversion)
    • anonymous
      anonymous on 28 Sep 14
       
      with an online comment/post, there is no interruption, no direct contact to 'see' how others take what you say or do, and this can make it easier- or at least appear 'safer' on a personal front - esp. considering the teens Mimi was talking about... but, there is also a sense of permanence when people write and put something out there, whereas in f2f, what you say is gone in that moment. When something is written, people (potentially anyone) can come back to it, and this can be perceived as a threatening sort of exposure, perhaps even the person writing it might not want to have to see it again... so it is both easier and harder at the same time for different reasons for different people.
  • Despite the encouragement of local mentors, they didn’t see themselves are part of that world and ready to contribute, at least not yet.
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Schema. Or as max Stirner calls them,"wheels in the head".  Wheels in the head are any ideas that the mind cannot give up.  For example, I am not an artist/creator/maker,  I am a consumer.
    • Maha Abdelmoneim
      Maha Abdelmoneim on 26 Sep 14
       
      How do we decide who's enthusiastic? What is being Net Savvy? The difference between introversion, extraversion and the level of ease a person finds in company of others for whatever reason. Are all modes of communications comfortable to everybody and why? On a personal note: I am not comfortable writing at all but I can talk for hours when it comes to f2f :)
    • Terry Elliott
      Terry Elliott on 27 Sep 14
       
      I totally admire your English.  It's way better than my Egyptian. ;-)
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      I've experienced Maha's talking firsthand via phone and it's awesome :) But I like her writing too, even if she doesn't feel comfortable with it. So cool to have you here in Diigo Maha!
    • Maha Abdelmoneim
      Maha Abdelmoneim on 28 Sep 14
       
      I'll graciously accept your kindness, both of you /curtsy (a WoW emote, if you're wondering) :) But seriously, I've had managers and even senior mangers who would sit very quietly, apparently (stress on apparently) reluctant to contribute to a conversation/discussion in a training situation. I used to catch myself making assumptions as to why (won't go into that here, too long) then see them fully engaged in an exercise where they had to sit on the floor and use Lego pieces. When I tried different approaches they did join A conversation, not necessarily mine, not necessarily with me watching, but they learned and contributed to the learning. hmmm now I'll start editing myself /lol so better stop and hit post. .
    • Terry Elliott
      Terry Elliott on 03 Oct 14
       
      Yes, I have this problem all the time in the classroom where my expectations get in the way of reality. Trying more to be mindful of this blindspot in my teaching.
  • Help! How do I know what to pay attention to?
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      A good reminder that everyone has their own thresholds for navigating the flow in a "space" like #ccourses, and that even the most savvy will miss a whole lot of the interactions. That's OK.
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      This also raises one of the essential questions of connected learning:  what do we attend to and how?  We have to have a basis for filtering (another name for attending).  Some of these filters are very fine and designed to have potable water as their product, but most are very porous screens designed to get the big rocks out so that we can build meaning with them.  And the ability to switch out filters should be one of the hallmarks of a capable person in digital systems.
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Thresholds were originally a barrier to the grain escaping from the threshing room floor and out the door.  It was intended to prevent waste.  We don't have the same kind of scarcity in a connected space.  We can't be concerned about "waste".  Instead we have to be obsessed with making sure that we have the best grain in the mill so that we can have the best flour.  Maybe we need one out of a hundred of the grains in order to have the very best flour.  You don't get that with a threshhold.  You get it by finding a way to sort and winnow the best from the rest and not just the wheat from the chaff.
    • Tania Sheko
      Tania Sheko on 27 Sep 14
       
      It's difficult to break out of the traditional concept of following a defined sequential path and instead dip into the stream.
    • swatson217
      swatson217 on 28 Sep 14
       
      Yes, #clmooc was my first nonlinear course, and it was a learning curve to grasp the webbed nature of participating - but once I did, it was such a beautiful thing!
  • ...29 more annotations...
  • Quiet
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      Still on my reading list ...
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Check out the TED talk above for the tl;dr version.
    • Tania Sheko
      Tania Sheko on 27 Sep 14
       
      That book helped me and others I know to realise that being an introvert was not a weakness, and to accept ourselves and not push against who we are.
  • “xdogx”
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      See: https://flic.kr/p/p7rUiM  for my comic response (of sorts)
    • swatson217
      swatson217 on 28 Sep 14
       
      great comic response :)
  • In many ways these different forms of participation fit into what Internet product people might call an > engagement funnel where newcomers and the less net savvy like me march steadily from awareness to engagement to becoming active contributors and content generators.
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      Yes, and we need to value all levels of the participation, too. Us loudies need to make sure we are inviting, not shouting so loud that others feel they can't contribute, or feel guilty about not contributing. Now that I think of it, my own appeal for more facilitators to get involved in the social media spaces of CCourses runs into conflict with that very statement. Dang it.
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      No, I think it can be reconciled,Kevin. If other step up, you can step back or shout in a different direction or encourage and cajole in different spaces. Or just chill and observe and report back.
    • Maha Abdelmoneim
      Maha Abdelmoneim on 26 Sep 14
       
      @Kevin I don't think there's a conflict. More involvement is not equal to shouting so loud. May be we need to think of being more inviting in more ways?
    • mitomimi
      mitomimi on 26 Sep 14
       
      I also don't see a conflict but I do think the question of what the right invitations are is crucial. Having the "loudies" (lol) to keep modeling high engagement is essential and I at least have appreciated the individual pokes and invitations from this same core group.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Love this thread, and thank you Maha and Mimi for letting us know that we "loudies" (cute term, will adopt!) are not shouting too loud for you (though we may be too loud for others)
    • swatson217
      swatson217 on 28 Sep 14
       
      I never thought of myself as a loudie, and am on the introvert-side of the continuum for sure, but the folks at #clmooc taught me that exponential things happen when you jump in.  Thise who are "too" quiet may not know what they are missing.
  • colliding through a loosely orchestrated cross-network remix
  • constellation
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      I am big on the constellation metaphor -- the stories that emerge when stars are connected by imagination.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Made me think of u immediately, Kevin, that thing u did for #clmooc - the word constellation evokes that for me now
  • This heterogeneity can feel like chaos and collision of competing styles and expectations, but I also see it as a site of productive tension that is characteristic of connected learning. Connected learning is predicated on bringing together three spheres of learning that are most commonly disconnected in our lives: peer sociability, personal interests/affinity, and opportunities for recognition. In kids’ lives these are friends, interest-based activities, and school. In connected courses, this is the reciprocity and fun in the social stream, our personal interests and expertise, and institutional status/reputation.
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      Dang. She hits a home run with this paragraph!
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Simon Ensor's Clavier Project simplifies this to providing an interesting space so that interesting people can do interesting 'things'.  I admire the abstraction here and would love to see the practice in the previous paragraph.  Phonar/clmooc/ds106/diy.org/kqed's do now/Paul Allison's Youth Voices. This is where this theory tears into the road and the rubber either stays on the tire or you get new tires.
    • Maha Abdelmoneim
      Maha Abdelmoneim on 26 Sep 14
       
      I am not sure how are they disconnected? I see them as intersecting. Take the example of someone playing a team sport that they love. All spheres are represented and interconnected almost merging together. School and work can be sketchy where, depending on teachers,managers, colleagues, available choices etc, some spheres become larger or smaller and affect the balance of the picture.
    • mitomimi
      mitomimi on 26 Sep 14
       
      Maha that must mean you are a connected learner :). Sadly I feel a lot of kids are "learning" just for the grade and they don't see it as part of what they are interested in or what they are socially connected to.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Maha's and Mimi's responses are a good reminder about how connection is not just about online or tech. It should be obvious but we can sometimes forget that!
    • swatson217
      swatson217 on 28 Sep 14
       
      I am still struggling to get teachers to see the value of this connecting.  I know, it's a marathon.
  • We are still struggling with how to capture some of the complexity of the activity of connected courses.
  • neck and neck race
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      And what is interesting -- most of their tweeting has been making connections together (I think -- no data to back that up. Jamieson?), as Simon and Maha work magic in the social media sphere.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Yeah, what is more interesting is the amount of UNHASHTAGGED tweeting between us (Simon, Kevin, Terry, Susan) as well as other stuff where i stop using the #ccourses tag... I sometimes do it on purpose to reduce my noise; other times to just squeeze a few extra chars in, and sometimes for semi-privacy. Until recently, Alan and Mariana were top tweeters, too. Tho i find the majority of their tweeting "supportive" as in, helping others, which i love about them both, whether it is official or unofficial
    • swatson217
      swatson217 on 28 Sep 14
       
      I admittedly get caught up and forget to hashtag.  :)
  • We can see that so far about half our visitors are new, and that the spikes, again come with the live events
  • I hope that we can continue to embrace the abundance and diversity of forms and intensity of engagement while also guiding each other to try something new, to slow down or speed up our default metabolism, or appreciate a new perspective or geekdom.
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      and the unexpected ...
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Definitely the unexpected :)
  • Quiet: The Power of Introverts
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Ito's listing here is important.  They are all examples of the social craft of connecting which is a subset of the discipline of teaching and learning.
  • co-facilitators
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      One of those filters is the folk and all manner of them, expert and otherwise.  The lived experience of the folk is one of the most profound filters we have.  Books are another.  The idea of ideas is another.  Metaphor and figurative language in general are others.  I think the notion of love is one of the most profound filters there is.
    • mitomimi
      mitomimi on 27 Sep 14
       
      My team had a motto back in the early days of Internet studies: "The best search engine is a well-informed friend." I am probably defaulting to this as my filter strategy. Not sure if this is the right one given the opportunity for new encounters on ccourses though.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Well, Mimi, you can add to your list of well-informed friends as you go :) that's how it works for me, a few key people connect me to everything and everyone else, then i'll meet a new person who becomes "key" coz i love what they help me connect to... And so on :)
    • swatson217
      swatson217 on 28 Sep 14
       
      Love as a filter- yes, yes.
  • ruminating on the implications for Connected Courses
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      This would be a very profound filter to read about. Not what Ito found in her research but how she mucks about it, how her ruminations follow and work.  Her discoveries on how she filters the great steaming compost of her research from start to intial finish. 
    • mitomimi
      mitomimi on 27 Sep 14
       
      I wish there was more conscious method to the madness... It's not that I don't have any systematic process, but I really rely on having mental space for pattern recognition to happen over time and that's why I think I'm challenged by the pace of ccourses. I do like the metaphor of filtering that you're bringing to this. I find the thought that good filters might exist to be comforting. But I don't have them! I tend to rely on immersion more than filtering as a method I guess. Which is anthropological... but at some point, yes, one does need to make some choices!
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      This is all getting me itchy to read about Mimi's work on researching connecting learning for several reasons: 1. I want to know how she researched it when she's not comfortable on twitter (haha) 2. I am interested to know about research methodology 3. I fell in love with Mimi reading this post and I want to immerse myself in her work and anything she writes!!! Strange how seeing Mimi on hangout for a few mins did not give me much insight but this post was like..wow... I can't explain the profound effect it had on me, both for my own reflections but also how it made me feel and think about Mimi.
    • swatson217
      swatson217 on 28 Sep 14
       
      I hope Mimi is reading these comments :)
  • the most awesome staff
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Yes, how have the staff been involved.  How are they filtering and testing and adjusting and doing?  They are deep in the mill, grinding the wheat, keeping out the chaff.  
  • feeling the pull of the fragments of notes
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      If you are feeling the pull of the notes you should succumb to their siren call and gives us those unpolished notes.  Just let us know that they are just that.  Let us filter them if they really are pulling at you. 
    • mitomimi
      mitomimi on 27 Sep 14
       
      I suppose I could think aloud on twitter more. It's hard to find time to find the quiet time to pull together a blog post. Or maybe I'm setting the threshold too high on blogging :)!
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      I love what Tania Sheko has done: put together her annotations into a blogpost. I understand that not all people can blog as often and not all feel comfy with unfinished thoughts being out in the open. It's a risk, and i regret it sometimes. But i think there is a middle way for people like Mimi who can blog such awesomeness but feel they cannot do it as frequently. One really useful way of blogging is to curate what you've been reading. I do it sometimes to help me organize my thoughts, and also to let people know i appreciate their work. Mimi's post we are annotating here did so much of that for me and did not feel long at al actually. It was v engaging and full and rich.
  • social stream that I know I’m missing.
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Yes, you are missing something.  I take solace in the disturbing fact that almost every stream of infor mation you might have received was only so much noise.  It is only when you drink it in that it becomes signal.  Your signal and your meaning. The faith we need is that our system of connections is robust enough to be trusted.  So...the system of connections both digital and actual is what is 'holy'.  It is what we do to honor that web and remake that web that is our greatest task.  Connecting is a social craft.  It is time we started honoring it as such.
  • I’ve so appreciated observing and learning from my more experienced online co-facilitators as they surf the rapids;
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      I have spent the better part of the last two summers internalizing and then externalizing your research into connected learning--the values and principles you have so carefully drawn out of your research.  We are surfing the rapids on the kayak that you and your researchers designed especially facilitators from #clmooc.
    • mitomimi
      mitomimi on 26 Sep 14
       
      Thank you for this Terry and for your courage in surfing the rapids!
  • I don’t even know what to say about @cogdog Alan who apparently can comment on blogs and make a GIF while hosting a live event.
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      I think that praise is due here to Alan,  but I would like to remind you that there is a web of unsung and unheralded and unknown that are yet to be uncovered.  it is our work as facilitators and helpers and participants to tease and ease them onto the dance floor.  God knows they can boogie better than I can if we can just get them onto the floor and teach us how to juke.
  • “legitimate peripheral participants,”
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Actually I prefer descriptions of what people do when they legitimately and peripherally participating.  The abstractification of digital space I think is the occupational hazard of researchers.  it is my job to shout out that the emperor has no clothes.  What is legitimate and what is peripheral and how is that different from marginal and what constitute participant membership?  No...freaking...clue.  
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      cornucopia/distributed network/cop/ cross-network remix/immersive theater/funnel/community/hybrid/constellation/stances. I am confused. Good.
  • or that the delicate social machinery we’ve stitched together is going to fall apart
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      The only way it will fall apart is if you don't trust the users to pick up the slack in the web.
  • Living at the collision of multiple CoPs, funnels of engagement and streams means that we can all find a way to succeed!
    • Terry Elliott
      Terry Elliott on 26 Sep 14
       
      Reminds me of a pinball.
  • mmersive theater where participants are all experiencing a different narrative.
    • swatson217
      swatson217 on 28 Sep 14
       
      This is interesting to try to visualize; it takes my mind into photos of intertwined galaxies.  I wonder sometimes "how" different the narratives are that we each experience.  Perhaps the similarity fades as you move away from each rhizome that you participate in.  Of course, our perception of our narrative is crucially affected by our lens, our filter(s), our biases.
  • sequentially by different facilitators
    • swatson217
      swatson217 on 28 Sep 14
       
      I am curious how different facilitators will dip in differently...
  • pulled together some stats
    • swatson217
      swatson217 on 28 Sep 14
       
      I am glad you pointed this out - I had no idea these were on the CC site!
  • Our “open” rate on the emails to subscribers is a whopping 50.7% compared to the industry standard of 16.7%
    • swatson217
      swatson217 on 28 Sep 14
       
      interesting...I had no idea.
  • Kevin Hodgson on 26 Sep 14
     
    Wow -- this piece by Mimi Ito deserves the full annotation/comment of the group. Let's get into it!
  • swatson217 on 28 Sep 14
     
    Wow -- this piece by Mimi Ito deserves the full annotation/comment of the group. Let's get into it!
Terry Elliott

Mimi Ito - Weblog: Trust Falls and My Whys for Connected Courses - 1 views

itofisher.com/..._falls_and_my_why_for_con.html

connected courses #ccourses mimi ito trust why

shared by Terry Elliott on 08 Oct 14 - No Cached
  • o although I am one of the hosts/facilitators I am doubly a n00b in the connected courses sense - new to cMOOCs as well as new to course design. Which means I am thoroughly enjoying taking the plunge as a learner in all of this and muddling through the why of my teaching as I go.
    • Tania Sheko
      Tania Sheko on 08 Oct 14
       
      Nice acknowledgment
  • best kind of trust fall exercise for someone who is used to pausing and polishing before sharing.
    • Tania Sheko
      Tania Sheko on 08 Oct 14
       
      Thinking in public = trust exercise. Excellent observation.
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      Lowering of boundaries is often not encouraged in traditional academic structures.  Too bad.
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      And so glad you are taking the risk and jumping through the ether into you know not what.
  • encouraged me to keep thinking in public
  • ...25 more annotations...
  • I feel very much buoyed by generous ways in which the connected courses participants have responded to the inevitable glitches in facilitating this course, and my thinking aloud in public as we go.
  • we are all bringing our heterogeneous whys to this experience.
    • Tania Sheko
      Tania Sheko on 08 Oct 14
       
      Love: 'our heterogenous whys'.
  • he other is the connected course that I am designing together with other DML colleagues.
  • there can’t be a singular why for connected courses
  • Even with different dispositions that pull in different directions, I like that connected courses is pushing us both into productive discomfort and growth.
  • ach facilitator brought a different angle and expertise, and we wanted to honor that and give people space to stretch out and develop their own whys.
  • For the mission statement, first there is the what:
  • he why more broadly
  • ur goal is to build an inclusive and expansive network of teachers, students, and educational offerings that makes high quality, meaningful, and socially connected learning available to everyone.
  • Our goal setting out was to provide a professional development opportunity for faculty who are setting out to teach a connected course
  • the why that we may have set out with as instigators of the course is not the why that all participants bring to the course.
  • And this is a feature of a connectivist experience that should be embraced.
  • every co-learner is facilitating by participating.
  • So if I take off the organizer hat, as a co-learner my personal why is that I want to experience and learn more about the cMOOC approach
  • Connected courses is my first time living through this kind of learning with my own professional community.
  • So as a learner, I guess at least some of my why tracks to the explicit learning goal that we set up as organizers when we started out.
  • newly emergent whys
  • building more ties between educational practice and research
  • I’m starting to geek out on engagement metrics for the course, and thinking through how we can track the cascading effects of an experience like connected courses as it influences educator practice and in turn shapes student experiences.
  • How can we better tell a story through research and evidence about why these kinds of connected learning experiences are important?
  • And can we mobilize our networks to tell this story in a way that supports the diverse collectives that are intersecting here?
  • issues that @mdvfunes and Jenny Mackness have raised on the “tyranny of the open” and the pressures of normative expectations of participation
  • it seems worthwhile to reflect on these more pervasive kinds of risks or exclusions, silencing and just feeling plain old overwhelmed
  • I like this idea of “heterotopia” that Ferreday and Hodgson suggest as a way of charting a pathway through these dynamics.
  • I may be idealistic about this, but I do think it is possible avoid the tyranny of the majority and support and value multiple forms of participation and the varied whys that each co-learner brings to this network.
  • Tania Sheko on 08 Oct 14
     
    #ccourses Unit 2 Trust
  • Terry Elliott on 09 Oct 14
     
    #ccourses Unit 2 Trust
Terry Elliott

The Downside to Being a Connected Educator | Blogging Through the Fourth Dimension - 3 views

pernillesripp.com/...-to-being-a-connected-educator

ccourses

shared by Terry Elliott on 08 Oct 14 - No Cached
  • which is a strange month anyway because aren’t we always connected?
    • Kevin Hodgson
      Kevin Hodgson on 08 Oct 14
       
      Yep. If you just connect in October, you are not really connected ...
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      What happens if you do like Doug Belshaw does with his BlackOps month--no overt connection for a month.
  • the moment you open up your classroom and your thoughts to the world, people will have an opinion on it.  And sometimes that opinion hurts.
    • Kevin Hodgson
      Kevin Hodgson on 08 Oct 14
       
      A connection to the theme of trust and fluency, and also, identity. Who do we portray as ourselves in the world?
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      Or worse you put stuff out into dead air and get no response.
    • Tania Sheko
      Tania Sheko on 03 Dec 14
       
      I don't know which is worse, they are both disheartening.
  • We are awfully good at praising one another
    • Kevin Hodgson
      Kevin Hodgson on 08 Oct 14
       
      Echo Chamber Effect ...
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      Yes, the temptation is the gr8 valid8
  • ...4 more annotations...
  • And then there is the feeling of constantly needing to produce
    • Kevin Hodgson
      Kevin Hodgson on 08 Oct 14
       
      Internalized pressure ...
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      I am trying to use some tools for this from Greg McKeon's book Essentialism
  • Being connected to a global PLN had taken the place of the local connections because somehow the exoticism of the global collaboration seemed like it would be more beneficial, yet this is not ture.
    • Kevin Hodgson
      Kevin Hodgson on 08 Oct 14
       
      I know this feeling, too. How to balance that reaching out and reaching in so that both have value?
  • Not like this, not in this way.
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      There are overt and covert connections.  There are connections we are aware of and ones that are unknown to us.  The hard fact is that we are always and everywhere connected.  That means we live in the world and the world lives in us--for good or ill.
  • thus we look incredible online.
    • Terry Elliott
      Terry Elliott on 09 Oct 14
       
      MDR!
Terry Elliott

Howard Rheingold Connected Courses - How is #ccourses going? Where should it go? Let's ... - 6 views

connectedcourses.tumblr.com/...-going-where-should-it-go-lets

ccourses literacies howard rheingold connected unconference

shared by Terry Elliott on 22 Sep 14 - No Cached
    • Terry Elliott
      Terry Elliott on 22 Sep 14
       
      I see it as a a rich space where I am responsible for my own learning and knowing.  But I am also responsible for those who are with me.  I worry that I don't get more of a sense of who has skin in the game and who doesn't.  I am trying to use these tools in my own connected courses, I am trying to connect with students here and in those classes.  How do I make connecting as routine as a syllabus AND how do I make it as valued as a syllabus.  I want to know more about how I can navigate the existing sharky waters of hied. How have others used aikido moves to enable connected values and principles in what amount to mostly unconvivial sharing tools.  
    • Kevin Hodgson
      Kevin Hodgson on 23 Sep 14
       
      My only wonder/concern is that other than you, Howard (and Alan, to some degree, earlier), facilitators seem to be absent from the online conversations, other than the scheduled video hangouts.  It can feel a bit ... like the classrooms that Connected Courses is trying to remix, where the knowledgeable person in the front of the room (or in the hangout on my screen), talks and shares expertise, but then is not all that active in the ancillary conversations going on outside of the classroom (hangout).  Tell me I am missing those conversations, and I will be happy/content in that knowledge.  When I bounce around the blogs, I am most often likely to see you (Howard), Terry, Mariana, and a few others in the comment sections. Maybe more plans for projects like #WhyIteach are in the mix (hope so) and ways to get folks to make content (a shared ethos of open learning? A collaborative letter to a Dean about the need for more connective learning? etc) connect deeper will emerge (doubly-hope-so).
    • Maha Bali
      Maha Bali on 24 Sep 14
       
      You just reminded me: I see nothing in the course design that helps people who are TEACHING students and involving them in #ccourses to help those students interact with each other. I am mostly seeing other educators here...
    • Maha Bali
      Maha Bali on 24 Sep 14
       
      Agreeing with Kevin here. There are a couple of other facilitators active in some spaces. Helen on twitter and blogs (did not realize she was a facilitator at first, though); Mia Zamora (she's a facilitator, right?) and Jonathan on Google+ and Mimi is starting to respond on Twitter now. But in general, I would have expected the facilitators to be active throughout and across. The only ones who are really doing that are Howard and Alan. As in, they were there from the very beginning (pre-pre-course) and everywhere in all spaces, "listening" & responding. Not every facilitator can read/listen to everything (though Alan/Howard almost seem like they do! don't know how!) but given the sheer number of facilitators their responsive presence has potential to be so much stronger.
    • swatson217
      swatson217 on 25 Sep 14
       
      I am agreeing with Kevin and Maha.
  • a better sense of how the course is being perceived and how participants would like to see it go in the future
    • Howard Rheingold
      Howard Rheingold on 24 Sep 14
       
      I hear you and we're working on it. Give it a few days and you'll see some action.
    • Terry Elliott
      Terry Elliott on 25 Sep 14
       
      You guys are the greatest.  Really proud to be working with you.
    • Kevin Hodgson
      Kevin Hodgson on 26 Sep 14
       
      I realize, too, my comment goes against the grain of Connected Learning. While I appreciate all the facilitators, I shouldn't sit around and wait for them. As Howard notes, "What it is, is up to us."
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      I don't think its going against the grain, exactly, Kevin. It's a kind of speaking out. And it's also the case that some learners need more direction, or more support or explicit permission in knowing they can take their own direction... If that makes sense?
Tania Sheko

Why Read This, Why Read That?Reflecting Allowed | Reflecting Allowed - 1 views

blog.mahabali.me/...why-read-this-why-read-that

mimi ito maha bali connecting #ccourses blog post learning reflection

shared by Tania Sheko on 27 Sep 14 - No Cached
  • that she found reading books (quickly, i assume?) easier than wading through tweets and blogs; whereas I clearly did the tweets/blogs things quite comfortably but found reading books “too much”
    • Tania Sheko
      Tania Sheko on 27 Sep 14
       
      I feel the same as Maha, easier to read and respond to blog posts than read a book on my own - with nobody to talk to and no way of sharing my thoughts. Claustrophobic.
    • Kevin Hodgson
      Kevin Hodgson on 27 Sep 14
       
      I can both ways, depending on the situation. Here, with Connected Courses, I find I am (like Maha) completely ignoring all the recommended reading and diving right into the social stream.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Kevin I keep remembering that you were initially planning to lurk coz ur not in highered. I think (assuming here) that given your personal goals and interests it makes absolute sense to go that route. I made me realize, reading this, that in some other MOOC, my behavior may be slightly different, where my goal is to get some theory rather than interact w ppl (umm i've yet to participate in such a MOOC, but i do sometimes sign up for an xMooc and just download resources and never follow the 'MOOC itself
  • Anyway, it made me reflect on why I, someone who LOVES reading by all accounts, have a strong preference for reading blogs/tweets over books/academic articles in MOOCs. There are many reasons,
    • Tania Sheko
      Tania Sheko on 27 Sep 14
       
      This is something I've been thinking about for ages but feeling like I've failed in that I've lost the enthusiasm for reading books, or maybe don't have the focus stamina any more. Thanks for writing this out, Maha, I might do my own blog reflection.
  • reflecting on connecting
  • ...30 more annotations...
  • “my way
    • Kevin Hodgson
      Kevin Hodgson on 27 Sep 14
       
      I think finding our own way is a key element here.
  • Mimi’s point that a connected learning experience “welcomes people with different dispositions and orientations to learning”,
  • In terms of learning: Is the MOOC about experiencing connecting? Or about reading about it?
  • the MOOC is about reflecting on connecting,
  • My first PhD supervisor was big on encouraging me to read diverse articles not single-authored books
  • My second supervisor (who replaced the first) was big on me reading original works by e.g. Marx, Foucault, etc.
  • I also find reading translated works really difficult and find it a better investment of my time to first read more contemporary (or at least, more education-focused) interpretations of the “greats” works, before reading the original. It helps me read it better
  • I do not value the book-authors more than I value the blog-authors
  • can interact with them more regularly
  • more accessible, easier to read quickly
  • 2. Attention issues
  • Philosophical approach to reading
  • This is particularly funny because I keep not finding time to read the”attention literacies” part in Howard Rheingold’s Net Smart, as I get ‘distracted’ into reading different parts of it (i’ve probably read half the book already, just not in order).
    • Tania Sheko
      Tania Sheko on 27 Sep 14
       
      I can relate to this behaviour.
  • And that’s why I voice these things in MOOCs, because I am pretty sure that courses about connection want ppl to feel they can participate.
  • Taking steps: Conceding Having said all this… I went into unit 2 of #ccourses today and did the following
  • So basically, I hope to engage with these readings “my way” (so not deeply with each entire book, unless it draws me in, but with parts of it)
  • hope that blogposts by other people & the hangout will fill me in second-hand (you see what I am doing here, don’t you?)
    • Tania Sheko
      Tania Sheko on 27 Sep 14
       
      Very clever. I think this method wards away the guilts and also sustains engagement in the course. The alternative would be to give up and feel defeated if you couldn't do everything.
  • P.S. some ppl may say that w blog posts u have no guarantee of quality vs a book recommended by the facilitators. However, there are many ways to gauge a blog’s quality, incl knowing the person, seeing it retweeted often or with many comments – and it takes v little time to skim it to decide to read deeply;
  • lovely quotes from Mimi’s post
  • Connected Courses is a veritable cornucopia of ways of participating with no central platform.
  • colliding through a loosely orchestrated cross-network remix, immersive theater where participants are all experiencing a different narrative.
  • hybrid network, more like a constellation that looks different based on where one stands and who one is.
  • a site of productive tension that is characteristic of connected learning.
  • Connected learning is predicated on bringing together three spheres of learning that are most commonly disconnected in our lives:
  • peer sociability
  • personal interests/affinity
  • opportunities for recognition.
  • reciprocity and fun in the social stream
  • our personal interests and expertise
  • institutional status/reputation
swatson217

Chicken/egg reflections on intercultural maturity, criticality, & open-connectednessRef... - 1 views

blog.mahabali.me/...criticality-open-connectedness

via:packrati.us ccourses chicken egg reflections intercultural maturity maha bali #ccourses

shared by swatson217 on 07 Oct 14 - No Cached
  • Then again, it might just be because I now know them enough to understand their humor
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      Me too, born in Australia but from Russian and German background - both parents born outside Australia. I've always felt that I am both and neither.
  • I still feel kind of hybrid)
  • our ability to share humor might be a function of how well we know each other
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      Yes, there is the connection between friends who respond to the same humour and share interests, but there is also the shared history that allows common responses. 
  • ...29 more annotations...
  • Then this got me thinking about the difficulty of sharing humor not only across cultures, but online
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      Because, of course, open online environments do not discriminate on the basis of race or anything else.  Humour is such a tricky thing. You can live in the same house for decades and still not get somebody's sense of humour. It's almost a language in itself.
  • And some “i have nooo idea what you’re talking about” things
  • It’s interesting to study the effect of this on how well creative brainstorming works…
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      What do you mean by that, Maha, your point about creative brainstorming?
  • how I never got the refs to Greek mythology
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      Me too, and at Uni I studied literature, and was too busy to catch up on all the reading I needed to get the references. So when my first son proved to be a big reader, I made sure he read a lot of the mythologies - Greek, Roman, Norse, etc. I'm sure that kind of roundedness helps with self confidence. There's so much referencing - how much of our culture is referenced from history!
  • In my PhD research, I ask a chicken-and-egg question about intercultural maturity and critical thinking.
  • empathy
  • is likely to be open-minded, curious, willing to question one’s own views, interested in understanding different world views – all of which mean this person is likely to behave positively in an intercultural learning experience
  • A good critical thinker
  • intercultural
  • exposure to diversity
  • But how to develop these characteristics?
  • If you’re closed minded and not curious, you’re unlikely to seek intercultural exchange
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      Can you change students from being closed minded to open minded? I hope so, because otherwise education is a waste of time. But sometimes I meet teachers who are so closed minded (in terms of trying new ways of teaching) that I give up hope.
    • swatson217
      swatson217 on 08 Oct 14
       
      Can you change teachers fro being close minded to open?
  • So which comes first?
  • But if you have never been with people different from yourself, how do you learn to behave in these situations in such a way that helps you learn from it?
  • and so you keep finding yourself in situations and you take advantages of opportunities to connect openly, and then you reap the benefits of that, which fuels you further?
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      This is such an important question, and one I've been thinking about over the years. Do I give up with certain people and just focus on convincing those who are open? My job as a teacher librarian depends on convincing teachers that it's worth collaborating with me. Otherwise I can't work with students apart from traditional resourcing.
    • swatson217
      swatson217 on 08 Oct 14
       
      yes yes yes
  • how do you get someone into intercultural experiences
  • Is it that you start out as someone who loves openness and connection
  • Same questions could be asked of open/connected learners
  • how do you develop critical thinking needed to develop intercultural maturity without being in an intercultural experience;
  • But how would you “get in” if you don’t already have that attitude?
  • That question plagues me with reference to whether we can actually draw people into open/connected learning
  • Like Laura Gibbs, i’d take curiosity over security any day.
  • A lot of people are monuments/avatars/objects before we decide to engage
  • Someone said her students were shocked when a book author (Howard Rheingold) replied to their tweets. As in, they had not before really thought of him as a real person. Funny.
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      Yes, my students are confused and very surprised that a 'real author' would even consider connecting to them online. Once an author was involved in my students' blog comments, and one student said he would rather not know him as a real person because he wouldn't be able to live up to his 'imagined' persona (my words).
  • is it possible for someone to get interested in open and connected learning, to become a connected educator, without first experiencing the beauty, the potential of that, if they are not originally of open/connecting attitude? Or not digitally literate, even.
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      I still wonder if what I experience as an enjoyable connective experience is unique to me and those who have chosen to participate. Maybe some teachers wouldn't find this kind of thing interesting or enjoyable.
  • How do you draw them in to try? If you give a workshop on it, hands-on, will they come? Will it sound like gibberish and feel overwhelming?
    • Tania Sheko
      Tania Sheko on 07 Oct 14
       
      And how do you sustain that even if the workshop is successful?
    • swatson217
      swatson217 on 08 Oct 14
       
      I struggle with this with my teachers.
  • about how joining an academic conversation midway feels? It’s the same for joining an open online community or finding oneself in a new culture
  • It takes time to figure out where to start, whom to talk to, how to talk, how to engage in culturally acceptable ways, etc.
    • swatson217
      swatson217 on 08 Oct 14
       
      Maha, this is a great question!
Tania Sheko

Settings for Trust in Connected Learning: an interview with danah boyd | HASTAC - 0 views

www.hastac.org/...-learning-interview-danah-boyd

settings connected learning interview boyd trust danah

shared by Tania Sheko on 26 Sep 14 - No Cached
  • 1. What about our contemporary moment makes understanding trust important?
  • The public projects a lot onto technology. It is seen as both the savior of our current economy and the destroyer of our cultural fabric
  • organizations that are building or employing new technologies are rarely local or connected deeply to the communities that use them.
  • ...14 more annotations...
  • 2. How are you thinking about trust in regard to connected learning?
  • When we talk about connected learning, we're implicating a whole host of different actors to enable learning - educators, parents, students, librarians, administrators, government agencies, technologists, learning companies, etc.  
  • 4. Do you know of any tools, procedures, apps, and/or systems enabling or disabling trust? How are they doing this? What do these  tools, procedures, and/or systems change how learning can happen in connected learning environments?
  • But trust starts from collectively recognizing that we're all working towards a desirable goal of empowering learners and realizing that getting there will be imperfect and require iteration.
  • 3. What are some of the biggest challenges to engendering trust you see in connected learning?
  • The other core issue is that people's failure to understand technology's strengths and weaknesses mean that the public often has unreasonable expectations regarding technology and its application.
  • understand, respect, and trust one another.  And then we need them to help bake trust into the systems that they build - technological, social, and governmental.
  • So a huge part of the process of building and sustaining trust is to plan for what happens when things go wrong.  We do this all the time in education - think about fire drills - but we don't realize how important this is when we think about technology.
  • . What are some of the literacies you think are required for learners to  have a digital “trust literacy”?
  • think that people need to understand how data is collected, aggregated, sold, and used in the process of enabling all sorts of everyday services.
  • How did Amazon decide to recommend that other product to you?
  • Why do you think you got the results you got on Google?
  • Why are you seeing the ads you're seeing on your local newspaper's site?
  • What happens when you Like something?
Kevin Hodgson

Hyper-connected learning - using Diigo to share reflections on a post reflecting on ano... - 0 views

taniasheko.com/...ost-reflecting-on-another-post

ccourses

shared by Kevin Hodgson on 27 Sep 14 - No Cached
  •  I was reading and getting excited by what I was reading, highlighting what spoke to me, and annotating my thoughts in Diigo – to myself! D’oh! How absurd was this scenario? I was part of Connected Courses, reading the same things as the very large cohort – why wasn’t I annotating to the group?
    • Kevin Hodgson
      Kevin Hodgson on 27 Sep 14
       
      I think we've all had those moments of "how can I make this experience better" as we move towards a more connected, collaborative stance.
  • I admit that I try to engage in too many things on too many platforms at the same time, and recently I’m feeling the loss of a network of people I connect with in a deep way.
Tania Sheko

Connected by Design - YouTube - 0 views

www.youtube.com/watch

connected design webinar #ccourses

shared by Tania Sheko on 16 Dec 14 - No Cached
  • Tania Sheko on 16 Dec 14
     
    "In this session Kim Jaxon, Jaimie Hoffman, Danielle Astengo, Jeremy Wallace, and Jim Groom will be discussing various approaches to building a connected courses infrastructure for individual assignments, or an entire course. This session will showcase various sites faculty and graduate students have created over the semester, and hopefully inspire others to create their own connected course hub."
Terry Elliott

RhetCompNow | Always connect! - 8 views

rhetcompnow.com

shared by Terry Elliott on 28 Sep 14 - No Cached
  • music at the beginning
    • swatson217
      swatson217 on 28 Sep 14
       
      John Hiatt is a great songwriter!!  I saw him live in Newport, RI once.  Cool guy.
  • a way beyond words and toward connecting better than almost anything else I know.
  • hincty
    • swatson217
      swatson217 on 28 Sep 14
       
      great word!
  • ...17 more annotations...
  • And then it took a turn
    • swatson217
      swatson217 on 28 Sep 14
       
      another lovely turn 
  •  I want Chapter Seven to be read aloud to me as I die.
    • swatson217
      swatson217 on 28 Sep 14
       
      such a beautiful, sad, meaningful idea....but you're not allowed to die, Terry.  :)
  • genius loci
    • swatson217
      swatson217 on 28 Sep 14
       
      special atmosphere or guardian spirit - had to look this up!  What a cool concept.  I am not sure my blog is due such a sense of wonder...though I do fling the words out into it without much editing, in hopes that some part or piece of a true spirit of words will survive the process.  It really is filled with mostly my gut impulses. If I thought too much about any of it, I wouldn't write any of it.
    • Terry Elliott
      Terry Elliott on 02 Oct 14
       
      Your blog does have it. Hovering and angelic and full of deviltry, too.
  • There really are undiscovered connections everywhere.  Holy digital spaces that we believe in because others do and because we do.  Inspiring, breathing in, like the zephyr at dawn. Sweet and wild and impossible to word.
    • swatson217
      swatson217 on 28 Sep 14
       
      I think there are many many people who would think this is impossible in digital spaces, to be made to "feel" like this.  Yet we live its veracity and veritability. And yes, the words to describe it are impossible, though you and Simon seem to create words from the mist/fog/smoke.
    • Terry Elliott
      Terry Elliott on 02 Oct 14
       
      Love the juxta of veracity/veritability. And words are smoke from the fire and wake from the ship and fog from the Piper at dawn's gate.
  • the planning drops off,
    • swatson217
      swatson217 on 28 Sep 14
       
      trying to label and name the unnameable
  • a new presence is born.
    • swatson217
      swatson217 on 28 Sep 14
       
      when "flow" is reached in teaching, it is gorgeousness.
  • We become the pipers at the gates of dawn if only for a few moments and the seeming chaos of improvisation, of taking our lead from the pipedreams in the ayre, becomes impossibly logical, a transcendent logic.  
    • swatson217
      swatson217 on 28 Sep 14
       
      I don't even know what to say here except that your writing is beautiful and you manage to lead me down some ever-twisting/changing/flowing thought process that makes no sense and yet makes perfect sense as long as I don't try to pin it down.  As long as it stays in my peripheral vision, it is crystal clear.
    • Terry Elliott
      Terry Elliott on 02 Oct 14
       
      LOL, yeah, the piper with his contract to lure away the kids to their doom.
  • (Please read Chapter Seven of Wind in the Willows here. ).
    • swatson217
      swatson217 on 28 Sep 14
       
      I did, just now, and was blown away by it.  I read it a LONG time ago and I don't think I ever truly appreciated it until now.
  • we really are  rescuing children from the leg traps and snares of the world when instead we should be taking them to meet the pipers at the gates of dawn.
    • swatson217
      swatson217 on 28 Sep 14
       
      The images in that chapter - wow. That chubby little baby otter being saved and protected by Pan, while the two who search for him are pulled along by the music they aren't even 100% sure they can hear.  The purposeful forgetting.  The joy in the baby knowing them already, yet still looking for the now-missing Pan. So many of my kids are missing joy.  Do they even know what it is?  Will they ever? When you come to school just for food, is that joy?  How can we teach joy???
    • Terry Elliott
      Terry Elliott on 02 Oct 14
       
      The baby otter's name is Portly. So....sweet. Joy is beyond comfort.
  • t is memory and the experience of shared discipline and questions and ranging out into the world.
  • Hence, the resonating chord stretched between us and only felt as it vibrates, akin.
  • Robert Johnson at a crossroads making a pact with Old Scratch,
    • swatson217
      swatson217 on 28 Sep 14
       
      love the music references!
    • Terry Elliott
      Terry Elliott on 02 Oct 14
       
      Music is an uber language of feeling.
  • We are all tied to each other.  If one goes down, the rest of us will be pulled down the mountain.
    • swatson217
      swatson217 on 28 Sep 14
       
      I do feel a sense of responsibility to you connected folks.  Not in an obligation kind of way, but in a shared experience kind of way.
    • Terry Elliott
      Terry Elliott on 02 Oct 14
       
      A vibrating string. There are an impossibly large number of connections for us to parallel process, but we need to send out a pulse every once in awhile, a ping to the freaking world that says, step off, I got sumfin to say.
  • too long
    • swatson217
      swatson217 on 28 Sep 14
       
      ha!  I try to Not Use More Words Than I Need To.  Choose Words That Matter.  But Don't Think Too Much.
  • Dr. John
    • swatson217
      swatson217 on 28 Sep 14
       
      awesome music!
    • Terry Elliott
      Terry Elliott on 29 Sep 14
       
      Those piano riffs that bookend this hit song are the def of inspired.
  • the call must be for us
    • swatson217
      swatson217 on 28 Sep 14
       
      'You hear better than I,' said the Mole sadly. 'I cannot catch the words.' 'Let me try and give you them,' said the Rat softly, his eyes still closed. 'Now it is turning into words again-faint but clear-Lest the awe should dwell-And turn your frolic to fret-You shall look on my power at the helping hour-But then you shall forget! Now the reeds take it up-forget, forget, they sigh, and it dies away in a rustle and a whisper. Then the voice returns- 'Lest limbs be reddened and rent-I spring the trap that is set-As I loose the snare you may glimpse me there-For surely you shall forget! Row nearer, Mole, nearer to the reeds! It is hard to catch, and grows each minute fainter. 'Helper and healer, I cheer-Small waifs in the woodland wet-Strays I find in it, wounds I bind in it-Bidding them all forget! Nearer, Mole, nearer! No, it is no good; the song has died away into reed-talk.' 'But what do the words mean?' asked the wondering Mole. 'That I do not know,' said the Rat simply. 'I passed them on to you as they reached me. Ah! now they return again, and this time full and clear! This time, at last, it is the real, the unmistakable thing, simple-passionate-perfect--'
    • Terry Elliott
      Terry Elliott on 02 Oct 14
       
      I love the fumblng for the concrete here: faint but clear, the dwelling awe, frolic to fret, the helping hour, reed, trap set, helper and healer, reed-talk, pass them on, sighing and dying away sound. Nearer,nearer. The 'approaching-ness' of words and, inevitably, their 'failing-ness'.
  • new dawn.
    • swatson217
      swatson217 on 28 Sep 14
       
      Old Crow Medicine Show: We're all in this thing together Walkin' the line between faith and fear This life don't last forever When you cry I taste the salt in your tears Well my friend, let's put this thing together And walk the path that worn out feet have trod If you wanted we can go home forever Give up your jaded ways, spell your name to God. All we are is a picture in a mirror Fancy shoes to grace our feet All that there is is a slow road to freedom Heaven above and the devil beneath All we are is a picture in a mirror Fancy shoes to grace our feet All that there is is a slow road to freedom Heaven above and the devil beneath
    • Terry Elliott
      Terry Elliott on 29 Sep 14
       
      One of my favs
Howard Rheingold

#oclmooc and Connected Courses MOOC (#ccourses): Connections, Learning, and Lazy Enthus... - 0 views

buildingcreativebridges.wordpress.com/...-learning-and-lazy-enthusiasts

MOOCs connectedcourses

shared by Howard Rheingold on 26 Sep 14 - No Cached
  • Anyone new to connectivist MOOCs had, by the end of the session, not only been engaged in helping create the learning experience through contributing to content within online whiteboards, but had also heard Cormier recap five learning tips he includes in his online video: take time to become effectively oriented to the learning landscape rather than letting it overwhelm you; “declare” yourself within your learning community by sharing information about yourself with your learning colleagues; network by posting content and responding to content posted by others; “cluster” by working within subgroups of the learning community rather than unrealistically expecting to read and respond to every online contribution; and “focus” in a way that keeps you from burning out and succumbing to the idea that you have better things to do than to stay with the learning community as long as it is continuing to support the learning needs that initially attracted you to the MOOC.
  • Howard Rheingold on 26 Sep 14
     
    "Anyone new to connectivist MOOCs had, by the end of the session, not only been engaged in helping create the learning experience through contributing to content within online whiteboards, but had also heard Cormier recap five learning tips he includes in his online video: take time to become effectively oriented to the learning landscape rather than letting it overwhelm you; "declare" yourself within your learning community by sharing information about yourself with your learning colleagues; network by posting content and responding to content posted by others; "cluster" by working within subgroups of the learning community rather than unrealistically expecting to read and respond to every online contribution; and "focus" in a way that keeps you from burning out and succumbing to the idea that you have better things to do than to stay with the learning community as long as it is continuing to support the learning needs that initially attracted you to the MOOC."
Kevin Hodgson

Connected Courses MOOC (#ccourses) and #oclmooc: Assessing Connected Learning... - 1 views

buildingcreativebridges.wordpress.com/...ng-connected-learning-outcomes

ccourses

shared by Kevin Hodgson on 23 Sep 14 - No Cached
  • the gold standard is to ask what impact the learning eventually has not only on the learner, but on the community the learner ultimately serves. And it encourages us to take the learner’s point of view into account rather than focusing solely on the learning facilitator’s or learning organization’s vantage point.
  • Do we follow up with our learners to see “whether learning made a difference in their lives?”
    • Kevin Hodgson
      Kevin Hodgson on 23 Sep 14
       
      I don't think we do much follow-up of our learners, particularly at the university level. Down in the K-12 level, we have lots of data around where students have been and where they end up. So might say, too much data, but I find it handy as one tool to get a sense of areas of strengths and weaknesses. And I am curious to know how former students are faring.
  • “It’s not just what kids got out of the course…but what happens next, “Ito reiterated.
  • Kevin Hodgson on 23 Sep 14
     
    an overview by Paul
Terry Elliott

Experimenting with Friends (AKA, Connecting) | RhetCompNow - 2 views

rhetcompnow.com/...ng-with-friends-aka-connecting

ccourses

shared by Terry Elliott on 03 Dec 14 - No Cached
  • riffing
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      Riffing is a good way to explain it. I "listen" to what he has been doing, move into it and then try to expand that harmony outside of it. Then, he seems to do the same. Here, Terry moves it all in another direction, so interestingly.
    • Simon Ensor
      Simon Ensor on 03 Dec 14
       
      yes I keep coming back to idea of music and theatrical space
  • Explain Everything
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      Need to explore that app more ....
  • Slow consideration is often the most efficient consideration.
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      And this is something that gets lost often in the fast-paced world of digital media. It's all whizz bang pow .. move along, little doggy ... and I wish I slowed down more often, to absorb the beauty of the media moment.
    • Simon Ensor
      Simon Ensor on 03 Dec 14
       
      Yes slowing down, but on the other hand...
  • ...7 more annotations...
  • raw practice
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      There's something to be said for the raw experience, though, particularly we grapple with the confines of a tool/app/technology, try to understand the possibilities/limitations, and then push beyond that. I feel like we're always in the battle of agency with technology.
  •  I can do more.
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      Mantra of the day ....
    • Simon Ensor
      Simon Ensor on 03 Dec 14
       
      I can do less.
    • Terry Elliott
      Terry Elliott on 06 Dec 14
       
      More or less, less is more. Unless of course it is less.
  • You can spin stuff
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      DJ Terry ... two turntables and a microphone .. that where it's at ...
    • Simon Ensor
      Simon Ensor on 03 Dec 14
       
      Aha DJ ing - funny how that was what I was playing with yesterday
  • feel closer to the ‘texts’
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      This seems to be the crux of the remix concept, right? As we work with other media, wrangle it into something new, we get closer to the source of inspiration. We're removing some of the barriers between reader/writer, producer/consumer ... in a good way (in my opinion).
    • Simon Ensor
      Simon Ensor on 03 Dec 14
       
      I am not sure if I feel closer to texts or closer to untexts
    • Terry Elliott
      Terry Elliott on 03 Dec 14
       
      That is part of what I am getting at with the rhizoid quote near end. Resonance, wiggling and entangling roots.
    • Terry Elliott
      Terry Elliott on 06 Dec 14
       
      And who knows, maybe there is an ur-text we are all worming toward. Disturbing image, yes, but I actually love worms.
  • powerful sense of play
  • I am so thankful to be connected like this.  I think that making might be our salvation.
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      Yep.
  • I think that connected learning may well be the story that straddles this divide.
    • Kevin Hodgson
      Kevin Hodgson on 03 Dec 14
       
      Here another pull-out quote that should be plastered on the virtual walls of our learning spaces.
    • Simon Ensor
      Simon Ensor on 03 Dec 14
       
      GRAFFITI i think that we are tagging virtual walls.
  • Kevin Hodgson on 03 Dec 14
     
    Terry's piece that pulls strands in, expanding them out
  • Terry Elliott on 03 Dec 14
     
    Terry's piece that pulls strands in, expanding them out
Terry Elliott

touches of sense...: The first click. - 0 views

tachesdesens.blogspot.com/...the-first-click.html

ifttt delicious diigo

shared by Terry Elliott on 14 Dec 14 - No Cached
  • What drove the settlers to the 'new world'?
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      They were holy hell angry and generally flaming mad for freedom.
  • What were their dreams?
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      There were some seriously bad-assed marketers in those day, i.e. liars of the first order.
  • co-learning perhaps?
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      For me an mine it is time to get together and swap notes about the world as it is--i.e. stories that define and stories that push the bounds.
  • ...11 more annotations...
  • I agree with Laura
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      But whose bricks?  
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      That brick metaphor is cock-eyed.  The problem being that we assume it has to be a brick.  It is this straightedged linear hierarchical nonsense that is the bane of modern architecture.  It is the Frank Geary/ Frank "Loud" Wright brand.  I ain't buyin' it.  In fact most of the things of the world don't require anywhere near the amount of topdown brick-headed, lego instructive bs than we think.
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      ok
  • education for freedom.
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      democracy schools
  • on the cheap.
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      not hardly
  • I think of profit margins...
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      the bottom line...is a guillotine's blade
  • Is education about serving industry or about safe-guarding some sort of freedom?
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      Where I live education is a business inspired by desparate dreams and harnessed by professional despots both for-profit and not for profit.  I will sell you a dream not your own.  I am little George against that dragon, Smaug.  And not the Benedict Cumberbatch voiced dragon either.  
    • Simon Ensor
      Simon Ensor on 14 Dec 14
       
      Desperate or disparate dreams?
  • unbundle
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      nononononon a thousand times no.  If anything we need to be making our own bundles not someone else's fasces.  We all know where using someone else's bundle leads.
  • Second life anyone?
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      Not on your second life.
  • We are connected by more than a few bits and clicks.
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      Connected in our heads, in the connections we share with other folks heads, by the universal experience of power and lust and empathy and fear and joy and oblivion.  I know how you connect because I do so in much the same way.  I recognize you in me and me in you.  Self same same self, mirrored and beaming out of that glass like the blooming idiots that we are.
  • (The audience claps)
  • "To build the house, you have to lay the first brick."
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      This is my anathema.
    • Terry Elliott
      Terry Elliott on 14 Dec 14
       
      The map is the brick.  The map and the brick as dominant metaphors is the problem.  They should serve us,not master us.  Expertism is rampant and everything I have ever learned well has been when they have served my curvilinear, my randomized, my self-serving chaotic self, not vice the versa.  Lest we forget, we have changed the temperature of the oceans by building with bricks and maps.
Mia Zamora

Beyond Learning-As-Usual: Connected Learning Among Open Learners | DML Hub - 0 views

dmlhub.net/...d-learning-among-open-learners

courses connected learning open education networked literacies

shared by Mia Zamora on 21 Sep 14 - No Cached
  • Mia Zamora on 21 Sep 14
     
    Open learning has emerged within the public imagination as a potentially disruptive force in higher education. It has attracted the attention of policy makers, venture capitalists and the technology sector, key functionaries in higher education, teachers, students, activists, progressives, futurists, and researchers.
Terry Elliott

Hyper-connected learning - using Diigo to share reflections on a post reflecting on ano... - 2 views

taniasheko.com/...ost-reflecting-on-another-post

shared by Terry Elliott on 28 Sep 14 - No Cached
    • Terry Elliott
      Terry Elliott on 28 Sep 14
       
      One powerful quake and this brittle system goes down.  Is the same true of all our digital spaces. Access is already limited enough as it is.
Terry Elliott

The "learner's why" vs the "teacher's why"Reflecting Allowed | Reflecting Allowed - 4 views

blog.mahabali.me/...arners-why-vs-the-teachers-why

shared by Terry Elliott on 21 Sep 14 - No Cached
  • but this post is long enough as it is…
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      Just for the sake of crazy recursion here is the comment I mad about commenting here: I have begun adding group annotations to this blog post.  Here is the group page for those who might want to join our Diigo group and comment along with us: https://groups.diigo.com/group/ccourses I think annotating this way is superior to commenting.  I suppose it is commenting, but carefully targeted to responding to a specific sentence or as fine-grained as the choice of a word.  Downside? While it is a public group it does call for an investment in learning how to annotate with Diigo.  My experience is that that investment pays back royally. Positive and negative?  It is messy, especially when you get tons of annotstors in the group. I love the annotated link tool that allows you to send a cached link to anyone to view even if they are not a Diigo user: https://diigo.com/04j3l2. I love how you can scrape all the comments and highlights out and then repurpose them.  It would be so much fun to try a project where each of us would do group annotations, turn them into a blog post and then create a zine or storify or use WP Anthologize to create an epub with all the posts and then commentary at the end. Ok, sorry Maha.  This has become some sort of recursive monster of a comment about comments within a comment. With no real comments about what you wrote in your comments box.  Technically, I think this might be a Klein bottle or s moebius comment.  
    • swatson217
      swatson217 on 21 Sep 14
       
      I love the recursive monster.  Great idea about the fun project.  :)
  • this topic was Mia Zamora’s “guilt-free” zone piece.
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      I never bought into this guilt free deal.  Shame free, but I think guilt might also be a byproduct of not reciprocating.  It is one's conscience at work.  I feel guilty that my papers are not marking themselves.  I feel guilty that my markings are si imperfect and often futile.  I feel that guilty is like friction: you had better have some if you want navigate a twisty track with others. 
    • swatson217
      swatson217 on 21 Sep 14
       
      Hmmmmmmm.....I still wish more people were being reciprocal.  A little guilt is sometimes a good motivator.  I agree.
    • swatson217
      swatson217 on 21 Sep 14
       
      This makes me curious to know the "Why" of the CCourses facilitators.
    • Howard Rheingold
      Howard Rheingold on 24 Sep 14
       
      The why for me is to introduce open, connected learning -- the infrastructure, the methods, the culture -- to more educators. To model, support, and communicate with them. With the hope that they will enlist, educate, and support others. I do buy into the guilt-free deal. Why should learning and communication always be painful? Why not do what you feel like doing once in a while.
  • ...8 more annotations...
  • the “why” of the #ccourses facilitators (wonderful people as they are) is likely not only different for each one of them,
    • Terry Elliott
      Terry Elliott on 22 Sep 14
       
      just a test here to see if you can highlight over a portion of someone else's highlight.
    • swatson217
      swatson217 on 21 Sep 14
       
      I have a hard time with the videos, too....if I could sped them up, I think I could focus better.
  • leaving an impression of a “formal” course
    • swatson217
      swatson217 on 21 Sep 14
       
      I guess my nature is to ignore that which I don't need to think about...this had not even crossed my mind :)
    • swatson217
      swatson217 on 21 Sep 14
       
      I have no idea if I am doing any of this annotating correctly.  Bear with me, folks.  Maha, I think I told you that a collegaue is using your can of ingredients" activity with her class.  I will share if any of them actually finish it.
    • swatson217
      swatson217 on 21 Sep 14
       
      Here we run into the newbie's problem of not knowing what you don't know.  It takes some active engagement and searching out connections and information to start to feel like you have a handle on it...catch 22 if you don't, you have no idea what you are missing.
    • Terry Elliott
      Terry Elliott on 22 Sep 14
       
      Remember that when you unhighlight what someone says, you also dump their comment off the page (although it is still in the Diigo group page).
  • the “why” of the #ccourses facilitators (wonderful people as they are) is likely not only different for each one of them
Terry Elliott

touches of sense... - 1 views

tachesdesens.blogspot.fr

ifttt delicious diigo

shared by Terry Elliott on 09 Dec 14 - No Cached
  • looked up at me
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      Jazz divines your intention, your attention.  
  • just Jazz
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      a dog juste
  • "Why had I stopped?"
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      Remote gazing, scopaesthesia,
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      Ah another new word. Yes, technology amplifies what...
  • ...17 more annotations...
  • freedom is framed
    • Terry Elliott
      Terry Elliott on 09 Dec 14
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      Excellent article. Had not situated Lakoff. Understand better now my own desire for progressive lenses.
  • All means of capture: camera, phone, pen, paper, I had left at home.  
    • Terry Elliott
      Terry Elliott on 09 Dec 14
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      Binary framing. Power framing. Main framing.
  • There he was again, questioning, "What are we doing?"  "Is this where will stay?"  "Will we stay here for ever?"
    • Terry Elliott
      Terry Elliott on 09 Dec 14
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      That is Jazz.
  • patient impatience
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      "I calmly get frustrated waiting on waiting. I'm a patient person but impatiently patient about waiting"~Urban Dictionary
  • "What was that?" "What made that noise?" "Where was it?" "Is it safe?"
    • Terry Elliott
      Terry Elliott on 09 Dec 14
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      That is Jazz
  •  A few yards on, the clouds were becoming rather menacing.   I felt a few spots of rain.   There were gusts of winds rustling the surviving leaves on the trees. 
    • Terry Elliott
      Terry Elliott on 09 Dec 14
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      That is a cool comment
  • the sky seemed to have fallen onto the path. 
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      HennyPenny
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      Wow I am learning. Had never heard of that reference to the sky falling.
  • puddlestruck
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      Reciprocate turbulence.
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      Recycle resonance
  • watching the stories span out
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      radiant
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      gradient
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      patient
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      arcadian
  • There is something comforting, something animistic in meeting those we have never met outside of a screen in a puddle-journey...
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      You have been magicked.  You're it. Let the wild hunt begin anew.
    • Simon Ensor
      Simon Ensor on 09 Dec 14
       
      There are poems and stuff in this stream.
    • Terry Elliott
      Terry Elliott on 09 Dec 14
       
      The poetry is both within and without the post,  twining, divining, opining. Catastrophe is a dish best tasted together.  
  • ingenuity
    • Terry Elliott
      Terry Elliott on 05 Mar 15
       
      ingenuity (ɪndʒɪˈnjuːɪtɪ)  [ad. L. ingenuitās the condition of a free-born man, noble-mindedness, frankness, f. ingenu-us ingenuous: cf. F. ingénuité (16th c. in Hatz.-Darm.), It. ingenuità (Florio, 1598), possibly the immediate source. The employment of the word as the abstract n. from ingenious (for ingeniosity or *ingeniety) appears to be confined to Eng. and is connected with the confusion of the two adjs. in the 17th c.: see ingenious II and ingenuous 6.]  I.I Senses connected with ingenuous.  †1.I.1 The condition of being free-born; honourable extraction or station. Obs.     1598 Florio, Ingenuita, freedome or free state, ingenuitie, a liberall, free, or honest nature and condition.    1614 Selden Titles Hon. Pref. C ij, Ingenuitie, not Nobilitie, was designed by the three Names.    1614 Raleigh Hist. World v. iii. §16. 705 Such other tokens of ingenuity for his wife and children as every one did use.    1638 F. Junius Paint. of Ancients 254 The noble Art‥being forced to seek her bread without any ingenuitie, after the manner of other sordide, mechanike, and mercenarie Arts.    1658 Phillips s.v., Ingenuity is taken for a free condition or state of life. †b.I.1.b The quality that befits a free-born person; high or liberal quality (of education); hence, Liberal education, intellectual culture (cf. II). Obs.     a 1661 Fuller Worthies (1840) II. 214 He intended it for a seminary of religion and ingenuity.    1662 Stillingfl. Orig. Sacr. ii. ii. §1 He [Moses] was brought up in the Court of Ægypt, and‥was skilled in all the learning of the Ægyptians; and these‥ prove the ingenuity of his education. †2.I.2 Nobility of character or disposition; honourableness, highmindedness, generosity. Obs.     1598 [see sense 1].    1603 Florio Montaigne ii. viii. (1632) 215, I should have loved to have stored their mind with ingenuity and liberty.    a 1638 Mede Wks. (1672) i. xxxii. 1
  • 'education' in the dark ages
    • Terry Elliott
      Terry Elliott on 05 Mar 15
       
      Opposite of the golden age fallacy is the dark age fallacy.  
  • an infallible model
    • Terry Elliott
      Terry Elliott on 05 Mar 15
       
      AKA, the papal bull model.
  • Preamble.
    • Terry Elliott
      Terry Elliott on 05 Mar 15
       
      Please do let us ramble before we amble.  The random feldgang is so civil.
  • wayside
    • Terry Elliott
      Terry Elliott on 05 Mar 15
       
      So very Biblical: As he sowed some fell by the waye syde. (Tyndale, Luke)
  • Such wastage
    • Terry Elliott
      Terry Elliott on 05 Mar 15
       
      MOOC waystrels?
  • learning ecologies of the time
    • Terry Elliott
      Terry Elliott on 05 Mar 15
       
      Stupided? Self-stupided?
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