The massiveness of a MOOC is not just about numbers, but about depth and intricacy.
New item has been created. View it here
1More
shared by Mia Zamora on 21 Sep 14
- No Cached
Beyond Learning-As-Usual: Connected Learning Among Open Learners | DML Hub - 0 views
dmlhub.net/...d-learning-among-open-learners
courses connected learning open education networked literacies
shared by Mia Zamora on 21 Sep 14
- No Cached
-
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.
12 Steps for Designing an Assignment with an Emergent Outcome - 0 views
1More
Newest Syndicated Blogs | Connected Courses - 0 views
-
Wanted to add this list of blogs to our Diigo and point out the "random post generator" -- I've been doing regular travels around the CCourse blogosphere because it seems as if commenting is not really happening on any grand scale here.
25More
Teaching Beyond Tropes: Needle in a Haystack - 4 views
-
-
Massively open Massively cooperative Massively complex Massively connected Massively entangled -
-
massively fun.... You know, the intricacy of #clmooc was a surprise for me, since I had never been involved in such a nonlinear "course" - it takes getting used to, but once you do, you can't imagine it being any other way....which is why some of the PD fare I am in now seems ever so flat.
-
-
-
The expression for me is simple: skin in the game. I am absolutely enamored of 'packet kid': https://www.youtube.com/watch?v=k3h5jcI-MFI
-
Terry, I love him too. I saw this a while back and was cheering him on. He is so exactly right.
-
-
influence of God or a god
-
I am thinking of Pan here. You know...the panpipes. i have such wonderful associations with this word because of The Wind in the Willows. The very title of Grahame's book is a reference to Pan and the gods of otters and water rats and moles and badgers and toads. I read this book over and over to my children growing up. I want Chapter Seven to be read aloud to me as I die. It is titled "The Piper at the Gates of Dawn" --Pan, the source of all inspiration, speaking to use through the wind in the willows at the gates of dawn.
-
I am inspired here to suggest that your blog like every loved thing or space has a genius loci, a Pan of its own living within like the little island in the middle of the weir in The Wind in the Willows. Your work is to give it room to breathe out that inspiration, to be another's wind in the willows. There really are undiscovered connections everywhere. Holy digital spaces that we believe in because others do and because we do. Inspiring, breathing in, like the zephyr at dawn. Sweet and wild and impossible to word.
-
- ...9 more annotations...
-
the fact that something bigger than "us" is at play here
-
Yes, in teaching I yearn for these moments where the artifice fades away, the planning drops off, the dross of the past is slagged off and a new presence is born. We become the pipers at the gates of dawn if only for a few moments and the seeming chaos of improvisation, of taking our lead from the pipedreams in the ayre, becomes impossibly logical, a transcendent logic. And no wonder we are called 'touched' because we damned well are. And the world in these times makes abject sense, abject in the sense that wonder and awe always cast off sense.
-
-
-
(you get the idea).
-
We get the idea because it is a river that passes through this familiar yet undiscovered country. We all come to it through teaching for whatever reason. Teaching flips the switch that allows us to see the light that "grows and grows" in Wind in the Willows.
-
-
Mimi's post was added to the Diigo group so we could all jump in and annotate.
-
Mimi's post is just a little rowboat, a place to put the hamper as we search for Old Otter beloved youngest child along the river banks. (Please read Chapter Seven of Wind in the Willows here: http://www.gutenberg.org/files/289/289-h/289-h.htm#link2H_4_0007). Not to put too hyperbolic a point on it--we really are here to rescue children at this point from the leg traps and snares of the world. Instead we should be taking them to meet the pipers at the gates of dawn.
-
-
resonated with me - and made me laugh
-
If you love words, you'll love 'resonate'--I think it is directly analogous to the word recursion. Where recursion is tied to vision, resonation is tied to the ear. It is not an old word at all according to the OED. it is a science word. Many disciplines use it. To re-sound, to be a re-sounding board, to echo back and forth. It is like the empathy of mirror neurons. It is memory and the experience of shared discipline and questions and ranging out into the world. We are all looking for someone's lost child. We have all found Pan at the Gates of Dawn. Hence the resonating chord stretched between us and only felt as it vibrates, akin.
-
-
an amalgamation
-
an amalgamation
-
I think that we skirt around the issue of how we go beyond an "amalgamation" when we lower our gates and release the bloody-minded wards of routine. We really are Kevin and Mimi and Maha and Alan (well, maybe not Alan ;-) ). I think they are our fractal selves. Is that nuts? Is that perhaps lowering the prison walls a bit too much? None of us is free. We are all tied to each other. If one goes down, the rest of us will be pulled down the mountain. Do I really believe that as more than a damned abstraction? Sometimes. At the best of times. All the time? I just gotta keep working that garden.
-
-
"We may not be too big to fail, but [she] would like to believe that we are too diverse to fail and distributed to fail."
-
What inspired me to create
-
Here is the phrase we should see bending all over the place: "What inspired me to create"
-
-
we are too happily enmeshed to fail
1More
Hyper-connected learning - using Diigo to share reflections on a post reflecting on ano... - 2 views
-
-
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.
-
Role-Playing Game Upends College Lecture and Ignites Fire in Students | MindShift - 0 views
1More
touches of sense...: Zootopia? - 0 views
-
A touchstone piece, universal in that each of us can find a fractal piece or ourselves in it.
16More
Teaching Beyond Tropes: What is a bomb? - 1 views
-
spite of [probably] [maybe] [sometimes] looking like silly fools.
-
-
If you just want to sound smart, look dignified, write big dense paragraphs, then I don't read on.
-
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.
-
-
-
using the article here.
-
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.
-
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.
-
Identity and trust ... crucial issues in the modern age on so many levels.
-
-
on opposite sides of the political spectrum
-
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.
-
-
So You're Already A Connected Educator... Now What? | Getting Smart - 0 views
45More
shared by swatson217 on 07 Oct 14
- No Cached
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
-
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
-
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
-
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…
-
-
how I never got the refs to Greek mythology
-
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
-
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.
-
-
-
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?
-
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.
-
-
-
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.
-
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.
-
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?
-
-
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.
-
-
Writing with greats and randomness: reflections on the #dailyconnect - lauraritchie.com - 2 views
X-Ray Gifs on Behance - 0 views
105More
touches of sense... - 3 views
-
Let it bleed
-
The motto of the cutter. The secret answer to the question, "Am I still alive?" I need a sign from the only God I know--my own body, the only truth as embodied.
-
-
I will not let the hope of life die.
-
-
Let us bleed our life over blank sheets.
-
Red Smith was asked if turning out a daily column wasn't quite a chore. …"Why, no," dead-panned Red. "You simply sit down at the typewriter, open your veins, and bleed."
-
- ...46 more annotations...
-
Let us laugh out loud at this madness.
-
It's only blood. We'll make more. Let the IV run to your pen. And write until you grow faint as the memory of your loss concentrates in your veins.
-
-
I got the joke.
-
-
I knew that I was effectively dead.
-
At Thomas Merton's Grave BY SPENCER REECE We can never be with loss too long. Behind the warped door that sticks, the wood thrush calls to the monks, pausing upon the stone crucifix, singing: "I am marvelous alone!" Thrash, thrash goes the hayfield: rows of marrow and bone undone. The horizon's flashing fastens tight, sealing the blue hills with vermilion. Moss dyes a squirrel's skull green. The cemetery expands its borders- little milky crosses grow like teeth. How kind time is, altering space so nothing stays wrong; and light, more new light, always arrives.
-
-
many metamorphoses over the years
-
-
How do you live after death?
-
Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so; For those whom thou think'st thou dost overthrow Die not, poor Death, nor yet canst thou kill me.
-
-
-
This was all a nightmare.
-
The darkness drops again; but now I know That twenty centuries of stony sleep Were vexed to nightmare by a rocking cradle, And what rough beast, its hour come round at last, Slouches towards Bethlehem to be born?
-
One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back.
-
-
I lived still in hell.
-
Midway along the journey of life I woke to find myself in a dark wood, for I had wandered off from the straight path. Canto 1, Inferno
-
-
How wrong could I be?
-
Her silence, and in particular her rictus terrified me.
-
Vintery, mintery, cutery, corn, Apple seed and apple thorn; Wire, briar, limber lock, Three geese in a flock. One flew east, And one flew west, And one flew over the cuckoo's nest.
-
-
-
How does one live when one knows one is dead?
-
Sound track to Dead Man, Neil Young http://open.spotify.com/track/3TAPPBn35eyY4I07FgMxuy
-
-
"You have been through hell."
-
"Why not me?"
-
Why not I? Not I? Not me? Not it? http://english.stackexchange.com/questions/4556/who-wants-ice-cream-should-i-say-not-i-or-not-me
-
-
"Education Nirvana."
-
-
inkling
-
Origin of INKLING Inkling is a mighty word. Middle English yngkiling whisper, mention, probably from inclen to hint at; akin to Old English inca suspicion First Known Use: 1513
-
-
a bit of surprise
-
-
"Miracles do happen"
-
-
"Hurrah!" I hear you say.
-
-
a stunned silence
-
-
"We've realised over the past few hours, that we really haven't got a clue what on earth we are playing at, so we have decided as a group to abandon all pretence at leading policy for world education."
-
-
a congregation of education hacks
-
-
There is one more thing
-
-
Prince Edward Island, in Canada.
-
-
Mr Dave Cormier
-
-
"Who?" I hear you say.
-
-
what will now become official world education policy.
-
-
"Rhizomatic learning, or rhizomatic education."
-
-
Mr Cormier, it appears, will be giving us a detailed report
-
-
surprised as any of us
-
-
The world is really a mad, mad, mad, and wholly uncertain place..
-
-
"Hello! Can you hear me?"
-
-
"Idiot!" "Fucking idiot."
-
-
"Idiot!" "Fucking idiot."
-
-
"So, what next?"
-
-
"If I were to put my hand there?"
-
-
"No, it's unsafe, there's a loose block." "If that were to come off, that's a bloody big block.
-
-
"What if I moved my foot up a bit."
-
-
"Fuck. Fuck. Fuck."
-
-
"Yes, that seems better."
-
-
significance
-
significance (sɪgˈnɪfɪkəns) [a. OF. significance, or ad. L. significantia, f. L. significāre to signify: cf. signifiance. Not frequent before the 19th cent., but cf. next.] 1. a.1.a The meaning or import of something. c 1450 Merlin ii. 39 Often axed Vortiger of Merlyn the significance of the two dragons. [Ibid. 40 significaunce.] 1649 Milton Eikon. viii. 73 Empty sentences, that have the sound of gravity, but the significance of nothing pertinent.
Audio recording and upload >> b.1.b Without const.: Meaning; suggestiveness. 1863 Geo. Eliot Romola iii. xxiv, To one who is anxiously in search of a certain object the faintest suggestions have a peculiar significance.
Record and upload audio >> 3.3 Statistics. The level at or extent to which a result is statistically significant; freq. attrib., as significance level; significance test, a method used to calculate the significance of a result; hence significance testing vbl. n. 1977 P. Johnson Enemies of Society xi. 157 In psychology, for example, it is notorious that 'results' use
-
-
"You fucking idiot." "Fuck, fuck, fuck."
-
-
at a crux again
-
crux (krʌks) [L.: see cross.] ‖1.1 = cross, in heraldic and other expressions. crux ansata = tau 2 b (see quot. 1930). 1841 J. G. Wilkinson Manners & Customs Anc. Egyptians 2nd Ser. I. xiii. 341 The sign of life (or crux ansata) was compelled to submit to the unintelligible name of 'Key of the Nile'. 1896 [see ankh]. 1930 E. A. T. W. Budge Amulets & Superstitions xviii. 340 It is wrong, too, to call the sign ☥, crux ansata, the 'handled cross', for whatever object the hieroglyph may represent, it was certainly not a cross or anything like it. ‖2.2 Astron. The constellation of the Southern Cross. 1837 Penny Cycl. VIII. 198 Crux, a southern constellation formed out of Halley's observations by Augustine Royer in his maps published in 1679. 1870 Proctor Other Worlds xi. 253 There is in the constellation Crux, a pear-shaped vacuity of considerable size. 3.3 fig. a.3.a A difficulty which it torments or troubles one greatly to interpret or explain, a thing that puzzles the ingenuity; as 'a textual crux'. Cf. crucify v. 2 c. (Used by Sheridan and Swift with the sense 'conundrum, riddle'.) [Cf. G. kreuz, Grimm, 2178 g, (quoted from Herder 1778, and Niebuhr); according to Hildebrand taken from the scholastic Latin crux interpretum, etc.] 1718 Sheridan To Swift Wks. 1814 XV. 56 Dear dean, since in cruxes and puns you and I deal, Pray, Why is a woman a sieve and a riddle? 1718 Swift To Sheridan Ibid. 61 As for your new rebus, or riddle, or crux, I will either explain, or repay it in trucks. 1830 Sir W. Hamilton Philos. Perception Disc. (1852) 69 note, Ideas have been the crux philosophorum, since Aristotle sent them packing to the present day. 1859 Maurice What is Revelation 70 To look upon them as mere cruxes and trivialities which may be left to critics. 1875 Jowett Plato (ed. 2) IV. 401 The unity of opposites was the crux of ancient thinkers in the age of Plato.
-
-
"My God, oh my God , why have you forsaken me?"
-
-
"I thirst"
-
-
"I swarm up towards the sunlight, gasping for air."
-
-
"It is finished."
-
-
in significance
-
1More
Mimi Ito - Weblog: Trust Falls and My Whys for Connected Courses - 0 views
Kevin's Meandering Mind | Navigating Network Fluency - 1 views
19More
The Downside to Being a Connected Educator | Blogging Through the Fourth Dimension - 3 views
-
which is a strange month anyway because aren’t we always connected?
-
-
What happens if you do like Doug Belshaw does with his BlackOps month--no overt connection for a month.
-
-
the moment you open up your classroom and your thoughts to the world, people will have an opinion on it. And sometimes that opinion hurts.
-
A connection to the theme of trust and fluency, and also, identity. Who do we portray as ourselves in the world?
-
-
-
-
We are awfully good at praising one another
-
- ...4 more annotations...
-
And then there is the feeling of constantly needing to produce
-
-
I am trying to use some tools for this from Greg McKeon's book Essentialism
-
-
Being connected to a global PLN had taken the place of the local connections because somehow the exoticism of the global collaboration seemed like it would be more beneficial, yet this is not ture.
-
I know this feeling, too. How to balance that reaching out and reaching in so that both have value?
-
-
Not like this, not in this way.
-
There are overt and covert connections. There are connections we are aware of and ones that are unknown to us. The hard fact is that we are always and everywhere connected. That means we live in the world and the world lives in us--for good or ill.
-
-
thus we look incredible online.
-
35More
Mimi Ito - Weblog: Trust Falls and My Whys for Connected Courses - 1 views
-
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.
-
-
best kind of trust fall exercise for someone who is used to pausing and polishing before sharing.
-
-
Lowering of boundaries is often not encouraged in traditional academic structures. Too bad.
-
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.
-
-
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.
View AllMost Active Members
