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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!
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.
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

Reflecting on Papert, Palmer and FreireReflecting Allowed | Reflecting Allowed - 1 views

blog.mahabali.me/...ng-on-papert-palmer-and-freire

ifttt delicious diigo

shared by Terry Elliott on 07 Jan 15 - No Cached
  • There’s Papert’s Mindstorms, Freire’s Pedagogy of Hope, and Palmer’s The Courage to Teach.
    • Terry Elliott
      Terry Elliott on 07 Jan 15
       
      These three book along withDeschooling Society, any John Holt book, Whitehead's The Aims of Education, and Fukuoka's One Straw Revolution (an outlier here I admit) were my guides on the road to unschooling all three of our kids.  Oh yeah, and Neil Postman and the Whole Earth Catalog,
  • distances students from their inner reality
    • Terry Elliott
      Terry Elliott on 08 Jan 15
       
      as if we don't do this enough already in our own lives as a really bad coping mechanism.
  • devaluing inner reality
  • ...7 more annotations...
  • opportunities of engaging with students’ souls
    • Terry Elliott
      Terry Elliott on 08 Jan 15
       
      Sometimes it seems like an active avoidance of students' souls.
  • with Freire’s ideas
    • Terry Elliott
      Terry Elliott on 09 Jan 15
       
      Yes, reading as a social activity--have you read any Frank Smith
  • creating space for learners to make meaning from what matters to them, rather than having teachers or policy-makers make those decisions for them.
    • Terry Elliott
      Terry Elliott on 09 Jan 15
       
      I have been experimenting with the word 'substrate' as the bare minimum structure upon which a bare minimum of content (there can be many growing media).  I am thinking just enough, vetted for bias as much as possible, and willing to be remixed as needed.  
  • how fiction can be a person’s (inner) reality, that it’s not a lie to a child.
    • Terry Elliott
      Terry Elliott on 10 Jan 15
       
      Our kids used to have a big box of legos, blocks, plastic creatures AND they called them their 'guys'.  And they would go play guys.  And we were not allowed to play guys with them. It was their domain.  We could play in other domains, we could read aloud to them, but their guys were their guys, not ours.  They owned their own imaginations and still do.  If imagination be fiction, then let us have more of it.
  • Which brings me back to Palmer
    • Terry Elliott
      Terry Elliott on 10 Jan 15
       
  • Landfillharmonic video
    • Terry Elliott
      Terry Elliott on 10 Jan 15
       
  • And his idea is to leave them to build on their own and figure out what the role of teachers/schools would then be, if it is not to impart knowledge/content.
    • Terry Elliott
      Terry Elliott on 10 Jan 15
       
      Dignity.  They own their own knowledge, deeply.
Kevin Hodgson

The "learner's why" vs the "teacher's why"Reflecting Allowed | Reflecting Allowed - 2 views

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

shared by Kevin Hodgson on 21 Sep 14 - No Cached
  • focusing a whole lot on the teacher’s “why” during #ccourses, and by doing that, we might be losing focus of the learner’s “why”
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      One of the most glaringly wrong assumptions a teacher can make is to think that just because he or she taught it that the students learned it--even with good assessments and feedback.
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      Good point: keeping the shift on focus to the learner. In my realm, this is made more difficult by the overburdened Teacher Evaluation process that is directed at the teacher, teaching, not the student, learning. In my opinion ....
  • At least, it should.
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      This is the "put the food down where the beasts can get to it" school of learning--free range learning.  But I do think there is and perhaps should be a political agenda in #ccourses, I mean, something's gotta change in hied, right?  Everyone so far seems to be taking a bit out of that bit of pie.
  • video of Mike Wesch
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      Randy Bass does in this video:  https://vialogues.com/vialogues/play/17699  at 18:23  His reason why> shared difficulty.
  • ...6 more annotations...
  • (this is funny because i LOVE audiobooks and podcasts
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      This is exactly why I use Vialogues:  asychronous, allows serial tasking, allows for quick focus and return.
  • That it seemed quite structured and with lots of instructor-centered stuff…
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      Alan is very aware of this and has bought into the enter/exit anywhere/anytime.
  • People need different degrees of structure
    • Terry Elliott
      Terry Elliott on 21 Sep 14
       
      This is a very fluid undertaking and requires that learners know when they need one or the other or somewhere in between.  I have had to do a lot of this for my students and I was always ready to do it in #clmooc.  Personally, I need to learn to ask for help/scaffolding. 
  • I don’t think I’ve heard enough about their individual (not collective) “why” as facilitators of #ccourses.
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      I also don't think, other than Howards and sometimes Alan, that the facilitators are all that engaged outside of their hangouts and video feeds. Or am I missing their interactions in various spaces?
  • It’s really important, I think, that if you’re going to provide lots of options: a. That learners are absolutely CLEAR they don’t have to do all of this; and b. That reading through the options is not itself a huge time investment; and c. That skimming through the details of the options is not a huge time investment
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      This is the ethos of open education, right? (and how it comes into conflict with credit-based courses out of universities)
  • there is no failure in the MOOC
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

Teaching Beyond Tropes: #Ccourses Has Ruined Me and I Don't Know How to Fix It - 2 views

teachingbeyondtropes.blogspot.com/...ruined-me-and-i-dont-know.html

ifttt delicious diigo

shared by Terry Elliott on 28 Oct 14 - No Cached
  • I am typically
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      Reaching forth.
  • no balance
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      unbalanced
  • Work. More work. No walks.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      unmoored
  • ...13 more annotations...
  • exercise.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      inert
  • Lots of trying. Hamster-wheeling.  More trying.  Reflecting.  Action planning.  Susan-What-Are-You-Doing self-chats.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      neutral nowheres
  • So I went on a walk today
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      Lord, please don't make me basic, please not basic.
  • for weeks?
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      In Italo Calvino's "Nothing and Not Much," Qfwfq talks about "a time when it was only in the chinks of emptiness, the absences, the silences, the gaps, the missing connections, the flaws in time's fabric, that I could find meaning and value."
  • Signs.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      Semiotics. Awash in signs.
  • I get it
  • Two "No Outlet" signs.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      secret doors. keep looking.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      Homo significans
  • Thanks, universe.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      Signifier and signified all one in you.
  • neutral, robotic
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      neutral+robotic=neurotic? 
  • trying to yell at me.
  • I also noticed beauty
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      You create the idea of beauty as you walk. It rest inside you. Conceptual and very real.
  • #Ccourses has ruined me.  There's no going back.
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      ruin, v. (ˈruːɪn)  [ad. F. ruiner (14th c., = Sp. and Pg. ruinar, It. rovinare, ruinare), or med.L. ruīnāre, f. ruīna ruin n.]  I. 1.I.1 a.I.1.a trans. To reduce (a place, etc.) to ruins.  1585 T. Washington tr. Nicholay's Voy. ii. xii. 47 b, [They] ruined and cast down to the ground the wals of the city.    1601 R. Johnson Kingd. & Commw. (1603) 114 From thence alongst the shore lieth Cæsaria, now ruined by them of Gallipoli.    1686 tr. Chardin's Trav. Persia 410 An Inundation of Waters ruin'd a thousand Houses.    1830 Examiner 455/1 Our batteries continued to ruin the works.    1849-50 Alison Hist. Europe VIII. xlix. §87. 92 The wall, which was of tough mud, was imperfectly ruined. fig.    1590 Shakes. Com. Err. ii. i. 97 What ruines are in me‥By him not ruin'd?    1606 ― Ant. & Cl. v. ii. 51 This mortall house Ile ruine, Do Cæsar what he can. b.I.1.b fig. To overthrow, destroy (a kingdom, etc.).     1585 T. Washington tr. Nicholay's Voy. ii. xiii. 49 After hee hadde ruined the Empyre of Constantinople.    1671 Milton P.R. iv. 363 In them is plainest taught‥What ruins Kingdoms, and lays Cities flat.    1743 Pitt in Almon Anecd. (1810) I. 107 France had a mind to have the power of that House reduced, but not to be absolutely ruined.    1856 Froude Hist. Eng. (1858) I. ii. 146 Charles‥was not ruining the papacy, and had no intention of ruining it. †2.I.2 To destroy, extirpate, eradicate; to do away with, get rid of, by a destructive process. Obs.     1581 Sidney Apol. Poetrie (Arb.) 22 Some of whom did seeke to ruine all memory of learning from among them.    1621 Burton Anat. Mel. ii. iii. vii. (1651) 356 He fell down dead upon the Dragon, and killed him with the fall, so both were ruin'd.    1645 Symonds Diary (Camden) 163 Cromwell's horse and dragoons ruined some of our horse that quartered about Islip.    1658 Evelyn Fr. Gard. (1675) 255 You shall every year renew some of your beds,
    • Terry Elliott
      Terry Elliott on 28 Oct 14
       
      yes
  • Simple things.  Team things.
    • Terry Elliott
      Terry Elliott on 29 Oct 14
       
      People fuck up.  People disappoint. Especially when they don't have any money in the pot, something to lose.
Terry Elliott

Leveraging your "Why?", in answer to Mike Wesch. « PHONAR - An open undergrad... - 2 views

phonar.org/...ou-why-in-answer-to-mike-wesch

shared by Terry Elliott on 30 Sep 14 - No Cached
  • It’s the thing that’s informing everything that I do.
    • Kevin Hodgson
      Kevin Hodgson on 30 Sep 14
       
      Finding that kernal of drive is important, and then reflecting on it .. even more important.
  • I realised in retrospect that people paid for the mode of delivery, never the mode of information.
  • This next paradigm shift is where the image is breaking away from the photograph
    • Kevin Hodgson
      Kevin Hodgson on 30 Sep 14
       
      Fascinating concept here ... and a way to look at the world of digital media, where concepts are breaking away from itself.
  • ...7 more annotations...
  • visual storyteller. One, I need to make something that you couldn’t make with a mobile phone. I could make a print that lasts 200 years for instance. Number two, I needed to be trusted and credible. And number three, I needed to be heard.
  • they’re also about locating yourself on the internet
    • Kevin Hodgson
      Kevin Hodgson on 30 Sep 14
       
      Social identity? Digital identity? Important concepts to teach and to understand, particularly with the sand shifting beneath our feet almost daily (it seems).
    • Tania Sheko
      Tania Sheko on 30 Sep 14
       
      Being part of online networks linked by passion or cause or course or anything else, can mean a long term supportive relationship with people but it takes time to learn how to do that, and it would help if it was taught explicitly to school students but in context.
  • Most of my students it turns out weren’t in the room, and I began to have quite close relationships with a number of them.
  • The class moves out of the classroom.
    • Kevin Hodgson
      Kevin Hodgson on 30 Sep 14
       
      Hello, open education!
  • What these people need is to be able to be trusted and to be heard, and these are the people that aren’t in the class.
    • Kevin Hodgson
      Kevin Hodgson on 30 Sep 14
       
      This makes me think about equity and access issues, for some reasons, and how to ensure that entry into learning is available for everyone. Certainly, that is the guiding ethos of open learning spaces, right?
  • a second paradigm shit at the moment
  • how do we propagate and sustain interest driven learning?
    • Terry Elliott
      Terry Elliott on 30 Sep 14
       
      Interesting choice of words--propagate.  There are lots of ways to propagate.  And like the biological world some of them are a real pain in the ass.  Take the pawpaw tree. Please.  In order to fruit (seed propagate) it has to have a very specific carrion fly to get into its flower (as I recall anyway, I am not a botanist, YMMV).  If it doesn't, then no fruit.  Luckily the tree also propagates rhizomatically.  So...in learning terms we need to be prepared for difficult propagation and easy propagation.  And these vary wildly from discipline to discipline.
  • Kevin Hodgson on 30 Sep 14
     
    Jonathan responds to Mike, and we should annotate the response, right?
  • Tania Sheko on 30 Sep 14
     
    Jonathan responds to Mike, and we should annotate the response, right?
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!
swatson217

Unconference & Backchannels as Sidorkin's Third DiscourseReflecting Allowed | Reflectin... - 3 views

blog.mahabali.me/...s-as-sidorkins-third-discourse

unconference discourse ccourses

shared by swatson217 on 24 Sep 14 - No Cached
  • backchannel conversations with people via social media; and unconferences
    • Kevin Hodgson
      Kevin Hodgson on 24 Sep 14
       
      In many ways, this is the value of the open education movement -- the chance to interact without direct instruction from the "talking head" in the classroom. It's a dip into the unknown, though, and requires a certain social media/reading skills -- what to ignore and what to pay attention to, and how does it all connect to the learning and discovery
    • swatson217
      swatson217 on 27 Sep 14
       
      I agree about the talking head!
  • one’s own nonsense may be someone else”s sense
    • Kevin Hodgson
      Kevin Hodgson on 24 Sep 14
       
      This could be an alternative tag line for my blog!
  • by focusing on my small groups of people (often not even using the hashtag to be honest; sometimes in DM or in private hangouts; other times in public on blogs) I am making my own path as I intersect with others’ paths.
  • ...2 more annotations...
  • Sidorkin suggests the latter is the best part of a good party.
    • Terry Elliott
      Terry Elliott on 25 Sep 14
       
      This reminds me of MIT's unhangout software with breakout rooms.
  • But then the best part of a conference
    • Terry Elliott
      Terry Elliott on 25 Sep 14
       
      Yes, I can remember at every conference there is a canceled presentation where folks gather around and just chat about...stuff--ad hoc and improvisational. We need a simple discussion protocol that is quick in and quick out, save for asynchronous discussion.
    • Maha Bali
      Maha Bali on 27 Sep 14
       
      Did you see that post by... A wordpress site called emergentbydesign (Simon shared it, i think) where the author suggests a kind of mindful chat roulette based on interest?
  • Kevin Hodgson on 24 Sep 14
     
    on the value of the backchannel conversations
  • swatson217 on 27 Sep 14
     
    on the value of the backchannel conversations
Kevin Hodgson

A MOOC Runs Amok: Update | Open Assembly Blog - 0 views

blog.openassembly.com/...a-mooc-runs-amok-update

ccourses

shared by Kevin Hodgson on 22 Sep 14 - No Cached
  • customize
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      Customize .... sure ... but only if you do it within the bounds of the course, right? What happens if students create their own parallel learning space?
  • Those of us committed to open education would argue that such a mission can only be accomplished if education, pedagogy, courses, content, data, etc., are actually and truly “open.”
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      Yep.
  • many reacted with anger instead of engaging in reflection about the fact that their behavior and emotions in the course’s online forum were being tracked by Coursera
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      They were angry at the professor? not Coursera? Are we raising kids who don't question anything? I like how the prof was pushing the envelope here. Even with controversy, I bet the students learned more about data mining then if they had read about it in a textbook.
  • ...3 more annotations...
  • a needed narrative around what MOOCs are, how they are impacting higher education and faculty, and how control is being wrested from the people who are vital counter-balancing agents in society’s power structure.
  • Suddenly their inbox was assaulted with dozens, hundreds, of emails. The point that he was trying to make was on the power that faculty have in a course.
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      Ha. I bet that one was a surprise, and a great lesson on who has the power, and ways to get around it.
  • 5R ACTIVITIES
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      I like this 5R concept ... 
  • Kevin Hodgson on 22 Sep 14
     
    Good overview of the clash of open and non-open MOOCs. Add your own thoughts with annotations
Kevin Hodgson

Even in my shoes, you're still you: on autoethnographyReflecting Allowed | Reflecting A... - 3 views

blog.mahabali.me/...e-still-you-on-autoethnography

shared by Kevin Hodgson on 21 Sep 14 - No Cached
    • swatson217
      swatson217 on 21 Sep 14
       
      I would love to hear more about this or read a post about it if one exists!
  • Collaborative autoethnography
    • swatson217
      swatson217 on 21 Sep 14
       
      This sounds like it would be a fun and enriching sort of research :)
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      I imagine it sort of glass shards. When pulled together, the true story might eventually emerge. And if not all the pieces are in place (ie, perspectives), the view gets skewed a bit. or something like that ...
  • ...2 more annotations...
  • incomplete story of oneself
    • Kevin Hodgson
      Kevin Hodgson on 22 Sep 14
       
      Isn't this always the case? We have an incomplete narrative of who we are, because we are focused on our own experience and motivations, and the true narrative of self unfolds both inside and outside of us. 
  • They can build an amount of empathy, but they can never reach full understanding.
swatson217

Teaching Beyond Tropes: What is a bomb? - 1 views

teachingbeyondtropes.blogspot.com/...what-is-bomb.html

shared by swatson217 on 05 Oct 14 - No Cached
Laura Gibbs liked it
  • spite of [probably] [maybe] [sometimes] looking like silly fools.
    • Terry Elliott
      Terry Elliott on 05 Oct 14
       
      God I hope so.
    • Kevin Hodgson
      Kevin Hodgson on 06 Oct 14
       
      Guilty. I'm OK with that.
    • swatson217
      swatson217 on 06 Oct 14
       
      me three!
  • If you just want to sound smart, look dignified, write big dense paragraphs, then I don't read on.
    • Terry Elliott
      Terry Elliott on 05 Oct 14
       
      Just happened to me. I already know I am an idiot. I don't need anyone driving home the point! Unless they already know me and I trust them.  Then it is OK.
    • swatson217
      swatson217 on 06 Oct 14
       
      hahahaha!  happens to me all the time.
  • using the article here.
    • Terry Elliott
      Terry Elliott on 05 Oct 14
       
      Been watching this issue unfold with FB and the LGBT community, notably drag queens seeking to remain anonymous or who identify their real name as their drag queen moniker. Problem arises from the fear of letting folks decide for themselves and letting the solutions grow out of those choices.  If anything this is the classic case for arguing for the simplest rules possible that arise from living together online.  Whatever they might be.  Instead of having all the exceptions listed in the article why don't we have them arise from being pseudonymous.  And there will be some.  And some of them will be deadly.  Sadly, we cannot know for certain where the 'felicific calculus' will fall.  I put my bets on freedom over policy until I am proven wrong.
    • swatson217
      swatson217 on 06 Oct 14
       
      first I had to look up felicific calculus -  method of working out the sum total of pleasure and pain produced by an act, and thus the total value of its consequence.  I can see both sides of the argument, because pseudonyms can obviously used for harm as well as for the more pragmatic reasons.  I agree - let the issues arise from the pseudonyms.
  • ...3 more annotations...
  • Often we don't even know ourselves.
  • That who you "really" are might be shared in the wrong place, with the wrong people, at the wrong time.
    • Kevin Hodgson
      Kevin Hodgson on 06 Oct 14
       
      Identity and trust ... crucial issues in the modern age on so many levels.
  • on opposite sides of the political spectrum
    • Kevin Hodgson
      Kevin Hodgson on 06 Oct 14
       
      And yet ... avoid the echo chamber effect, too, right? Don't just hang out with peeps with the same views of the world as you. Encourage dissent and discussion, as long as it is reasonable discussion and peeps are open to ideas.
    • swatson217
      swatson217 on 06 Oct 14
       
      I totally agree, but this experience led me to reflect on just that.
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

dogtrax: In trying to capture moment... - Notegraphy - 2 views

notegraphy.com/...1440795

ifttt delicious diigo

shared by Terry Elliott on 03 Jan 15 - No Cached
  • maintain sanity
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
      2 true
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
  • trying to capture moments
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
  • something rears
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
      OED rear, v.1 (rɪə(r))  Forms: 1 rǽran, 3 ræren, 3, 4 reren, 5 reryn; 4-6 rere, 5, 6 reere, (3) 6 reare, 7- rear; (6-7 rair, 9 dial. rare).  [OE. rǽran (:-OTeut. *raizjan) = Goth. -raisjan, ON. reisa, to raise. OE. had also árǽran arear (in use down to the 17th c.).     The main senses of rear run parallel with those of the Scandinavian equivalent raise, but the adopted word has been much more extensively employed than the native, and has developed many special senses which are rarely or never expressed by rear. Hence, on the one hand, rear has in many applications been almost or altogether supplanted by raise, a process which is clearly seen in the usage of the Wyclif Bible (see note to raise; in the version of 1611 rear is found only in 1 Esdr. v. 62, while raise is freely employed). On the other hand, it is probable that rear has sometimes, esp. in poetry, been used as a more rhetorical substitute for raise, without independent development of the sense involved. As in the case of raise there is some overlapping of the senses, and occasional uncertainty as to the precise development or meaning of transferred uses.]  I.I To set up on end; to make to stand up.  1. a.I.1.a trans. To bring (a thing) to or towards a vertical position; to set up, or upright. = raise 1.    Frequently with suggestion of senses 8 or 11, and now usually implying a considerable height in the thing when raised.     a 1000 Cædmon's Gen. 1675 (Gr.) Ceastre worhton & to heofonum up hlædræ rærdon.    c 1205 Lay. 1100 Heo rærden heora mastes.    Ibid. 17458 Mærlin heom [the stones] gon ræren [c 1275 reare] alse heo stoden ærer.    1387 Trevisa Higden (Rolls) V. 455 Þe place þere Oswaldus knelede and rerede a crosse.    c 1400 Sowdone Bab. 2658 Thai rered the Galowes in haste.    1530 Palsgr. 687/2 It is a great deale longer than one wolde have thought it afore it was reared up.    1571 Digges Pantom. i. xxix. I j b, Fixing o
  • ...4 more annotations...
  • it beautiful head
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
  • the blue sky beckoning in a wash of quiet
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
  • off-kilter reflection
    • Terry Elliott
      Terry Elliott on 03 Jan 15
       
      Top 10 horror shots from hiagne
  • we arrive here,
Kevin Hodgson

lastrefuge: Develop a digital me - 2 views

lastrefugelmu.blogspot.com/...develop-digital-me.html

shared by Kevin Hodgson on 02 Jan 15 - No Cached
  • so let’s start over…
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      'do overs' allowed
    • Simon Ensor
      Simon Ensor on 02 Jan 15
       
      When do we never start over?
    • Kevin Hodgson
      Kevin Hodgson on 03 Jan 15
       
      (made a comment and lost a comment) Is this more of our loop conversation that started on twitter? I like Simon's words of "You are just on a longer loop" to Susan. Looping around.
  • I found that the way it appeared to be militated and implemented within institutions wrung out all the joy and potential of that which technology could bring:
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      As if all the caring was wrung from it?
    • Simon Ensor
      Simon Ensor on 02 Jan 15
       
      (Ir)rationalisation, militarisation, institutionalisation. the alchemists. "Learning business management" Performance - nonperformance.
    • Study Hub
      Study Hub on 03 Jan 15
       
      Caring versus military micromanagement
  • they could harness a form that facilitated a multiplicity of ways to understand – to communicate – to be creative – to think – to explore…
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      You helped them determine their own freedom.  Determining freedom sounds paradoxical if not downright oxymoronic.
    • Study Hub
      Study Hub on 03 Jan 15
       
      Determining freedom sounds appalling! Trying to create a fissure or crack in implacable academic space where freedom could emerge?
    • Kevin Hodgson
      Kevin Hodgson on 03 Jan 15
       
      Love this sentence ... idea .... and how it formed all that went forward from there
  • ...8 more annotations...
  • they were bad!
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      Bad dog. Bad.
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      No bad dogs.
    • Study Hub
      Study Hub on 03 Jan 15
       
      They were bad - we were bad... all bad! (Just heard on the radio: When shepherds get hungry - they will eat their sheep... I think this is it: when we punish the teachers they eat their sheep!)
    • Kevin Hodgson
      Kevin Hodgson on 03 Jan 15
       
      I'd say, good dog, there.
  • And it definitely did not feel like joyful learning.
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      This is an example of joyful learning for me: listening to Wendell Berry's poetry in his voice.  This is joy rising up from the ground, not power raining down from above.
    • Simon Ensor
      Simon Ensor on 02 Jan 15
       
      Poetry and process
    • Study Hub
      Study Hub on 03 Jan 15
       
      The peace of wild things!
  • my first digital artefact!! So bad!!
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      Someone should put it on their digital refridgerator to share and show:  I am here, I am here, I am here.
    • Simon Ensor
      Simon Ensor on 02 Jan 15
       
      Kid art. Toddlîng. Performance... Self-censorship Constable sketches.
    • Kevin Hodgson
      Kevin Hodgson on 03 Jan 15
       
      I'd like to see it, in fact, now that you have me curious ... does it still live online?
  • I have tried to bring some of that back for my students – to see if the passion and the play could happen in our classrooms as well.
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      It is the going out and the coming back.  Coming down from the mountains and talking to the folk. 
    • Terry Elliott
      Terry Elliott on 02 Jan 15
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      Just wanted to embed this picture.  Stillness of a zen moment while we bring the learning down from the tech mountain.
    • Simon Ensor
      Simon Ensor on 02 Jan 15
       
      Stillness, pause, attention, Not learning but living.
    • Study Hub
      Study Hub on 03 Jan 15
       
      Didn't want it to feel all Moses and messianic. I did not want to bring the learning from the tech mountain - but to say - hey - this mountain is here - there could be beauty - there is some danger - there is risk - go on - check it out for yourselves...
  • Terry Elliot’s zeega on learning
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      Right click on the zeega above, open in new tab.  This is easily and overall the best one of these I have ever done. Thanks for showing.
    • Simon Ensor
      Simon Ensor on 02 Jan 15
       
      Pinball, pinball, pinball. Subliminal, peripheral, capture. Learning ecology.
  • Develop a Digital Me: http://learning.londonmet.ac.uk/epacks/posters-digital/
    • Terry Elliott
      Terry Elliott on 02 Jan 15
       
      This little url is a triumph for all especially for your perseverance.  Let it shine, girl, let it shine.
    • Simon Ensor
      Simon Ensor on 02 Jan 15
       
      Timetable unstable
  • staff were not given the space and time to play with the new technology
    • Kevin Hodgson
      Kevin Hodgson on 03 Jan 15
       
      This so typical, no matter the learning institution ... even in elementary schools, where you would think play would be the heart of learning. But not for teachers, apparently ....
  • Develop a Digital Me
    • Kevin Hodgson
      Kevin Hodgson on 03 Jan 15
       
      I imagine this becomes an intersection of reflection and introspection and identity exploration for many of them. http://payload.cargocollective.com/1/2/66131/2083019/identitycrisis%20copy_860.jpg
Terry Elliott

The Question of Education: Context, Scale, Binaries & GeneralizationsReflecting Allowed... - 0 views

blog.mahabali.me/...scale-binaries-generalizations

shared by Terry Elliott on 12 Jan 15 - No Cached
  • lot of good learning occurs outside formal schooling.
    • Terry Elliott
      Terry Elliott on 12 Jan 15
       
      Charles Jennings/Harold Jarche/Jay Cross--all great stuff.
  • Dave that the edu systems of today are made from historical remnants that no longer apply for what our edu goals for today should be
    • Terry Elliott
      Terry Elliott on 12 Jan 15
       
      So much of how I analyze mod. ed problems is informed by the idea the future is not only already here (federatedwiki for example) but a moving target that is always unevenly distributed.  To me much of the prob with education is its uneven distribution.
  • Why can’t we just have more teachers who care to have students care about learning and who care to foster agency?
    • Terry Elliott
      Terry Elliott on 12 Jan 15
       
      Exactly,  thinking in complexity terms, we need to change the simplest set of initial conditions for learning.  That will reform any system.  We still can't predict where those conditions will emerge,but we sure know where the conditions are leading our students now.  
Terry Elliott

Hiding Emotion behind NumbersReflecting Allowed | Reflecting Allowed - 0 views

blog.mahabali.me/...hiding-emotion-behind-numbers

shared by Terry Elliott on 15 Jan 15 - No Cached
  • animated gif in a zeega Terry Elliott
    • Terry Elliott
      Terry Elliott on 15 Jan 15
       
      Here is the link: http://zeega.com/170893
  • but our real need is to feel loved ok, that’s a bit extreme, but you know
    • Terry Elliott
      Terry Elliott on 15 Jan 15
       
      No, this is not extreme at all. Love has so many forms and all are worthy.
    • Terry Elliott
      Terry Elliott on 15 Jan 15
       
      "People read about love as one thing"  But it is many things, deep and wide, too.
  • they noticed that my whole article was really about that
    • Terry Elliott
      Terry Elliott on 15 Jan 15
       
      I have just the book for you: Sentipensante Pedagogy: https://www.goodreads.com/book/show/3557358-sentipensante-sensing-thinking-pedagogy# Sentipensante Pedagogy and Contemplative Practice from Center for Contemplative Mind on Vimeo.
  • ...2 more annotations...
  • love could shine through
    • Terry Elliott
      Terry Elliott on 15 Jan 15
       
      Revealed truth, kind of like discovered check in chess.
  • qualitative vs quantitative research
    • Terry Elliott
      Terry Elliott on 15 Jan 15
       
      It's all a matter of perspective, yes?
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