1. What about our contemporary moment makes understanding trust important?
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Settings for Trust in Connected Learning: an interview with danah boyd | HASTAC - 0 views
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shared by Tania Sheko on 26 Sep 14
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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
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organizations that are building or employing new technologies are rarely local or connected deeply to the communities that use them.
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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.
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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?
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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.
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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.
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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.
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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.
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. What are some of the literacies you think are required for learners to have a digital “trust literacy”?
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think that people need to understand how data is collected, aggregated, sold, and used in the process of enabling all sorts of everyday services.
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Beyond Learning-As-Usual: Connected Learning Among Open Learners | DML Hub - 0 views
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shared by Mia Zamora on 21 Sep 14
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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.
The Public Library as Community Hub for Connected Learning - 0 views
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shared by Terry Elliott on 22 Sep 14
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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.
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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).
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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...
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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.
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a better sense of how the course is being perceived and how participants would like to see it go in the future
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I hear you and we're working on it. Give it a few days and you'll see some action.
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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."
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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?
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Why Read This, Why Read That?Reflecting Allowed | Reflecting Allowed - 1 views
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shared by Tania Sheko on 27 Sep 14
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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”
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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.
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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.
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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
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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,
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“my way
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Mimi’s point that a connected learning experience “welcomes people with different dispositions and orientations to learning”,
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My first PhD supervisor was big on encouraging me to read diverse articles not single-authored books
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My second supervisor (who replaced the first) was big on me reading original works by e.g. Marx, Foucault, etc.
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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
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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).
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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.
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Taking steps: Conceding Having said all this… I went into unit 2 of #ccourses today and did the following
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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)
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hope that blogposts by other people & the hangout will fill me in second-hand (you see what I am doing here, don’t you?)
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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;
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colliding through a loosely orchestrated cross-network remix, immersive theater where participants are all experiencing a different narrative.
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hybrid network, more like a constellation that looks different based on where one stands and who one is.
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Connected learning is predicated on bringing together three spheres of learning that are most commonly disconnected in our lives:
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A human OER | doublemirror - 6 views
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the web does ‘make sense of what we are doing and where we individually fit in’.
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HIve mind? Collective unconscious? Zeitgeist? Not sure there is anything alive that can see more than what we hope is a fractal piece of the "Web".
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But it is how we pull those fractals together that pushes us to consider/reconsider emerging literacies
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I think what I mean is that no one sees it all. Just like no one can manage chaos. It doesn't mean that we can't grasp for a piece of the meaning, and maybe it is fractal, by getting a piece we might have access to a quick glimpse of it all. So many unknown unknowns and so many folk claiming to have figured it all out. Unless of course you give the classic Socratic cop-out of "I know that I know nothing." Yeah, that sucks.
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see pattern
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They are a marker of belonging as much as a marker of exclusion.
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All of this has felt quite unsatisfactory to me as I reflect on how to engage those people who have not made the transition to working in the open web
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Who am I in this meditated world that is the open web?
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I want to be part of the larger whole, not just the subset.
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There is a web, whole and entire that subsumes every living being on the planet. In every important way we already are part of the larger whole. I am drawn once again to James Scott's idea of legibility. Great summary of idea in one picture on this website: http://www.ribbonfarm.com/2010/07/26/a-big-little-idea-called-legibility/
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a significant part of earth does not have a presence on the web
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am full of wonder about the kindness and gentle nature of the people in my network
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My ‘hashtag home’
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This phrase is so interesting to me in a lot of ways ... a hashtag both stands by itself and is connected to other posts/ideas with same hashtag. Is it just Twitter-centric? It hints at the larger architecture of our experiences in online spaces, of lifelines that we throw out to others in hopes that our words/ideas won't stand alone in silence.
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It's interesting that hashtags - similar to the traditional keywords used for online search (markers) - have become communal 'spaces' or 'homes'. When we create a hashtag, are we trying to build 'homes' to invite people in? And if we use a hashtag only understood by few, our invitation is selective.
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The tension between freedom of speech and member equality plays out in a more or less explicit way always.
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people who I respect do tell me consistently that the language used can feel unwelcoming at the start.
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Norms self-organise as people do, they are implicit. There is no explicit contracting upfront and no consequence for non-compliance that I have found in any of the MOOCs I have joined.
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What prompted this post was a small realisation that has helped me keep the baby and let the bathwater out. May be we are overlaying the wrong construct on our online lives. May be this is not ‘a classroom’ and I am not ‘a teacher’ or ‘a learner’. May be I am just a human being using a technology to interact with other human beings for a variety of purposes – one of which can be learning to make art, to knit or to be a good digital citizen.
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For me this is about sharing ideas, it is about knowing a person not what she/he can do for me, it is about having fun together exploring stuff and not being afraid to disagree with each other and ourselves regularly.
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Innovation may occur where people are creatively engaged, but it cannot be dictated and it cannot be planned, it must be found from the emergent actions of people who are struggling with a task. “
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As we struggle with the task we follow a set of norms and learn something off-book – how to live and learn on the open web.
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This is in the background not the foreground and I think this matters when I compare it with other experiences
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power dynamics exist in the shadow of groups perhaps too often. These get played out covertly, unspoken and our options when we do not like it are limited. Stay and comply or leave.
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It creates a mantra, the chanting of which identifies you as a member. People who are ‘in’ are quite willing to surrender to this higher authority. People who are not ‘in’ are ‘out’ and are subject to various sanctions from the group, including hostility.
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A reviewer to one of my papers said ‘that the practice that many share in virtual courses is just studying online and that in less structured communities people just end up talking about their experience of studying.’
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the task is coming together online and this leads to a bias towards consent not dissent. This is problematic for diversity.
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The hashtags are created to stand for something and as with any collection of individuals who identify with something, the quality of the interaction can ‘go south’ as people find their feet and implicit norms a majority share evolve. This is what happens when a group is left to self-organise.
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People interact in dysfunctional ways if left to their own devices more often than not. Online it seems a ‘escape clause’ for making any behaviour acceptable is “it is not real, it is the internet” and “you can always move on if you don’t like it”.