Matthias Melcher – he made it so easy to follow everyone’s blogs
1More
3More
(100) Rhizo14 Discussion Thread - 0 views
www.facebook.com/...319584394867344
collaboration #rhizo14 connectivism group dynamics cooperation networks
shared by Vanessa Vaile on 17 Jun 14
- No Cached
-
"Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
-
"Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
-
"Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
1More
When a Course becomes a Community | Felicia M. Sullivan - 2 views
-
"Dave Cormier, the mind behind Rhizomatic Learning 2014 (#rhizo14), just posted thoughts on his blog about creating a wonderful learning experience that went from a 6-week course to a self-propelled learning community. The challenge as Cormier articulates it is how to bring in new learners into this community. His original plan - create a new course, but what about the energy of the existing learning community? Connect the new course to the first course or simply bring the new learners into the existing community?"
35More
Wanna do a cMOOC? | doublemirror - 5 views
-
-
power is not due to the technology or its design, but to the actual people involved
-
So, when I did DS106 as a course for the first time in 2013, life was already set up in such a way that I could give it my full attention.
- ...15 more annotations...
-
So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
-
I have a great deal of respect for Stephen, and enjoyed his talk at Vlaencia (referenced in this blog) immensely. It seemed to me though, that he was explaining a landscape rather than prescribing a recipe for a MOOC. Might it be better to examine Rhizo14 in light of what Dave Cormier says about it, rather than force it to be scrutinized through the lens of questions raised by Steven Downes' lecture? Dave Cormier at MIT "MOOCs as a selfish enterprise" https://www.youtube.com/watch?v=Smt8lsPU_Mo If any "making one" objective(s) existed in Rhizo14, it(they) would be very subjective. Dave says he threw a party to see if anyone would come. I certainly participated as part of my process of "becoming", but without conciously adding "...one of X". I just know by experience that by "hanging out" with groups like this, I am able to do interesting things in teaching that I had not deliberately set out to learn (and I borrow that articulation from Dave Cormier), so from time to time I keep engaging with communities and courses that interest me. Some others have expressed or evidenced more clearly defined objectives - academic research, webtool development, and building a PLN are some examples.
-
I agree with you that Dave is defferent from S.D. and rhizo should be described with Dave's terms
-
-
If my need for inclusion had been high, then I think I would have felt excluded from what some called Rhizo14FB.
-
They did what humans do so well in new situations: gather in their tribes and by definition exclude those not in their tribe, or try to ‘convince’ those outside ‘it’ to join it;
-
The design of Rhizo14, I have to assume, is the current state of what Dave as an educational technologist believes works for massive open online courses.
-
diversity was managed out through a group dynamic that excluded what the majority did not approve
-
I did not see much by way of supporting the importance of diversity in action rather than theory.
-
gossiping about other participants
-
but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
-
This critique of Rhizo14 accuses it of not producing what it was not intended to produce. Seems a bit like criticizing an alligator because, while it has great hide, it makes an unsatisfactory mount since it was never intended to be a horse. I understand the author's dissatisfaction with the course. Rhizo14 neither met expectations nor satisfied any personal objectives. A dissenting opinion eloquently expressed is very valuable. The underlying tone of the post, however, carries a distinctly subjective disapproval or dismissal of anyone who has received satisfaction in their own experience in Rhizo14. The author speaks repeatedly of observing attempts to silence or marginalize those who did not buy into the opinions of the majority. Yet the author engages in a similar tactic against possible critics.
-
I hope that after my comment on my blog this feeling has eased in you. I absolutely did not intend to disapprove or dismiss any individual. I disagree with some of the choices made in design and educator intervention precisely because I feel they closed down the possibility of having a space where multiple perspective could be held openly without the need for filtering through an agree/disagree frame. This led to people who we could all have learnt from leaving and I was sad about this. Also - just for clarity I was not at all dissatisfied with the course. It was set up as an experiment and I love experiments. I was dissatisfied with our human inability create more silence and space for listening and the compulsive drive to talk. Nick put it beautifully in his blog: "that kind of dialogue. It is a way of being that one has to learn, but seems to me to be integral to what we might call "deep" learnign. The word retreat is interesting, one of the first pre-requisites of that dialogue is to shut up and listen. Online you are largely characterised by the noise you make, the text you generate. Silence online transmutes to a lack of presence, and described as "lurking". Lurk has too many negative associations to be reframed. But we do have the right to remain silent! Another issue, as you observe, is that dialogue is not transactional, but online interaction does very often seem to devolve to that kind of behaviour…" http://avisodemiranda.wordpress.com/2014/02/14/marram-grass/ I chose to create the space I needed for learning and this may be meant I chose 'no intervention' when intervention may have benefitted us all. I need to take time to reflect on this. I will leave it here for now, let's see if this is a space for us to engage before I spend any more time here :)
-
Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
-
-
I recognise this clearly from my
-
You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
-
to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
1More
Introduction | Making the community the curriculum - 1 views
1More
Questions about rhizomatic learning | Jenny Connected - 0 views
-
Stephen Downes's comment in OLDaily, Feb. 7 Questions about rhizomatic learning Jenny Mackness, February 6, 2014 At a certain point, perfectly good theories become nonsense. This may be that point. I am sympathetic with the list of questions Jenny Mackness poses to Keith Hamon about rhizomatic learning (a concept I'm increasingly questioning). For example: "I'm not sure that I would know how to distinguish a 'rhizomatic learner' from other learners." And "'A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.'" Strictly speaking, this is false of rhizomes (unless you're talking of the specific connection between plant and plant, in which case, one wonders how it is different from any other connection (and wonder why it can't have a middle)). I've commented to Dave Cormier (who seems to have a better handle on this) about this in the past: a rhizome network is a mesh, which is good, but there's no openness, no diversity, not really even any autonomy. And you mix that in with (quite frankly) silly statements from Deleuze and Guattari (like: "'State space is 'striated' or griddled") you get something that really begins to lack coherence. I've long complained of continental philosophers that when they don't understand something, they just make stuff up. There's too much of that in educational theory too.
2More
Subjectifying my Learning! Reflecting Allowed - 2 views
1More
Everything is a Remix Part 3 on Vimeo - 0 views
-
Recommended by Marilyn Funes http://mdvfunes.com/2014/01/15/i-am-not-doing-rhizo14-but-i-guess-im-in/
63More
Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 7 views
-
Knowledge as negotiation
- ...27 more annotations...
-
The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
-
clear definition of the word "knowledge" is difficult
-
The definition of knowledge is considered 'key' to the search for shared understanding. The more I read that sentence, the more it becomes the worm Ourboros. If it's a key, then the there is a locked something behind it. In litcrit this has been a fiercely fought battle. Some say it unlocks the power relationships undergirding any society, some say it unlocks the mysteries in the knowers themselves. Some say, fuck it and let's just look at the shiny things inside the vault with no further intent. Yes, it is difficult.
-
-
simply another part of the way things are"
-
I believe that one of the functions of theory is to reveal our cognitive blindspots. This they very much do while at the same time creating new blindspots that arise from the use of the 'tools' of the new theory. Any new system of knowledge exposes the assumptions of the the old system. For example, awareness meditation reveals the blindspot of categorization and differentiation, but the Buddha realized that say focusing on the breath is like pointing at the moon, just another step along the path toward no-mind. Mind and knowing is the problem.
-
-
Horton and Freire
-
The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
-
I am quite taken by the word 'translation' here. I think the metaphor of translation is central to rhizomatic learning as we are always connecting and sharing information that then gets translated into knowledge (actionable knowing).
-
Experts are not to be trusted anymore, they work for big companies, their translation is skewed.
-
-
no community can live a healthy life if it is nourished only on such old marrowless truths.
-
a negotiation (Farrell 2001)
-
social contructivist and connectivist
-
(Cormier 2008).
-
Great question by Alec Couros in the comments: how do we get to a place where we are really and truly decentralized, and will this make the difference?
-
I don't think the decentralized rhizome has reached a tipping point society wide, but perhaps we can play at the rhizomatic game for this short few weeks and see what it might mean to live in this world that may or may not be emerging.
-
-
Information is the foundation of knowledge.
-
If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge.
-
the prestige of a thousand-year history,
-
all over this history the prestige has been attacked. Prestige and knowledge are to be separated, so many experts were proven false and wrong.
-
It's a loaded term, for sure, because those who call themselves experts are often the ones in power, and with books and writers to back them up. Is the Internet changing this paradigm? Not yet. Not yet.
-
-
fluid, transitory conception of knowledge
-
rhizome.
-
The explosion of freely available sources of information has helped drive rapid expansion in the accessibility of the canon and in the range of knowledge available to learners.
-
In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process.
-
The living curriculum of an active community is a map
-
The cartography of learning. I am always intrigued by how this plays out, if done successfully. Most of the curriculum mapping I have done ... I would not call them maps. They are just plot lines going nowhere, it often seems. But the idea of a map continues to intrigue me.
-
I know D&G speak of a map as opposed to a tracing. I struggle with understanding this. The best I can come up with is the idea that a map gives possibilities for exploration, as opposed to a photo which declares what exists. This leaves me wondering about sites like Lino and Pinterest. Might they function as a map of one's exploration too, rather than just a collection of discoveries.
-
-
Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement. Through involvement in multiple communities where new information is being assimilated and tested, educators can begin to apprehend the moving target that is knowledge in the modern learning environment.
-
we see as our goal the co-construction of those secret connections as a collaborative effort
-
-
the conversion of information to knowledge
-
members of several communities—acting as core members in some, carrying more weight and engaging more extensively in the discussion, while offering more casual contributions in others
-
students had the opportunity to enter the community themselves and impact the shape of its curriculum
-
Sharing power - deconstructing the tradtional power structures of the educational system. Did this recursion result in "watering down" the curriculum? From what I recall of Dave's story, the students put in extra effort instead. Like me, they had difficulty in knowing when to quit, the exploration was so rewarding.
-
-
if knowledge is to be negotiated socially
-
Stephen Downes (http://www.downes.ca/post/61209 and elsewhere) argues against socially "constructed" knowledge, saying instead that knowledge is recognized. Cormier's "negotiated socially" fits nicely.
-
-
the expert is the power. No resistance is tolerated, because who knows better than the expert? But curriculum is not only made by experts, pressure groups do influence curriculum, hypes and politics do either. Here is the reason for cheating.
-
Recommended by Telli01 in Vialogues conversation https://vialogues.com/vialogues/play/13001 as good intro to Dave's work on rhizomatic ed
1More
Making the community the curriculum | Simple Book Production - 1 views
davecormier.pressbooks.com
Dave Cormier eBook rhizomatic learning #rhizo14 rhizome Rhizomatic networks
shared by Vanessa Vaile on 24 Jan 14
- No Cached
13More
we don't need no thought control: the deep grammar of schooling | the theoryblog - 0 views
-
a constant filtering that exhausts us
-
desire for trusted channels
-
those channels tend to be corporate or institutional hierarchies
- ...5 more annotations...
-
what would (or do) YOU do in a classroom full of people with devices
-
I teach a small adult literacy class and provide connected devices for each of them. I encourage them to use social media, help them to create Google and Facebook accounts if they don't have one. At least they are reading and writing authentically if not gramatically. Yes, it is a distraction, especially when I think we need some whole-class activity. I have not found THE ANSWER to balancing power and independence. But we have some wonderfully illuninating moments. See my blogpost about my own serendipitous encounter with Pink Floyd http://www.wayupnorth.ca/blog/2013/01/14/something-weird/
-
-
without new ways to conceptualize the work of learning, we end up replicating top-down power and knowledge structures
-
but our culture is not giving us the meta-literacies to recognize and value and utilize those skills
9More
No! You should not do DS106 | doublemirror - 0 views
-
the greater the tension, the greater is the potential. Great energy springs from a correspondingly great tension of opposites
- ...5 more annotations...
-
depending on one’s pedagogical position, one can argue about feasibility and validity of knowledge created within a community
-
Yes, it takes a particular kind of learner to engage with the mythology of DS106 and understand that the learning is in the engagement.
-
The psychology of creativity involves a great deal and as the new self appointed DS106 Headless Shrink I hope to bring some of that capability into the collective.
-
[but] the vast majority of the rest of them will just keep blindly following one superprofessor messiah after another, thinking that they’re learning something important about life when in fact what they’re really doing is helping the enemies of higher education keep more people from ever becoming enlightened at all. ‘
2More
P2PU Talks: Dave Cormier on How to Build Learning Communities - YouTube - 0 views
-
ICYMI ~ video @P2PU Talks: @DaveCormier on How to Build Learning Communities, https://t.co/VqnpvKYqhG #rhizo14
-
ICYMI ~ video @P2PU Talks: @DaveCormier on How to Build Learning Communities, https://t.co/VqnpvKYqhG #rhizo14
29More
Enough About Getting Rid of 'dave': Exploring Spontaneity and the Metaphor of the Gardn... - 3 views
-
But I think that Dave has just shown us that it is possible in an online environment.
-
I don't always feel that way. Sometimes I feel it is a guiding hand, but after two of these rhizo things I am beginning to think of it as a shving hand in a cattle chute. The chutes only appear down, but the binaries still suggest two paths: objective/subjective, content/no content, dave/no dave and whatever the hell the other one was. This is not rhizomatic teaching.
-
-
Dave has done a good job of modeling rhizomatic teaching
-
the teacher is the gardener
-
If Dave is the Gardener,then the way he weeds is to point to the weed and say, "Isn't that interesting?". Irresponsible? Unethical? Bait and switch? Not sure. Personally, I am much more drawn to Heraclitus and Voltaire. For the latter the world is in flux and idiosyncratic as can be and for the latter he has Candide say, "That is very well put, but we muct cultivate our garden." We must be our own gardeners.
-
- ...8 more annotations...
-
#rhizo15 needs Dave Cormier
-
I have some kind of sense for it
-
Enough
-
Deleuze and Guattari
-
we should get rid of dave
-
spontaneity
-
Dunno, the videos seem pretty scripted to me. He has an agenda and wants to get it out there. The community has been guided by each week's prompts, using it as a jumping off point but not really going too far from fold. I wanted to see much more rebellion and spontaneous, adhoc-osity. I tried, but no one paid me any mind. Par.
-
-
Of course it is the gardner who decides between the weeds and “flowers”, sets the parameters of the garden, and ultimately decides who lives and who dies – but that is my next blog post.
-
I agree that the gardener controls but I think it is illusory. Who plucks the gardener? Who tends the gardener? Who weeds the gardener? The gardener lives in a larger system that subsumes the garden, a larger Garden. The gardener thinks he is managing the complexity that is the garden. Fools paradise for a sock puppet?
-
-
Spontaneity and the Metaphor of the Gardner
29More
Kevin's Meandering Mind | The Making of the #Rhizo15 Radio Play, or The Complexities of... - 1 views
-
important artifact of content
-
a bit of mayhem.
-
Dave Cormier, the facilitator of Rhizomatic Learning, will showcase the premiere of the radio play — A Multitude of Voices: Mr. X Loses His Battle for Objectivity — in his next post and message
- ...6 more annotations...
-
something to represent our relationship as friends and colleagues and collaborators.
-
I would have slipped into file madness (it may have happened … I’m not saying).
-
My aim as editor was to help nurture into place a radio play
-
When something had to get done I think it's interesting that there had to be a director and an editor and whip wielder to get it done. Doesn't seem entirely rhizomatic to me. Means to me that there are places for rhizo and other places for hiearchy.
-
Hmmm .. good point ... collaborative editing would be interesting and nearly impossible ... maybe ... there is the tension of "let's get this done" and the "let's wait to hear your ideas on how to get this done" in the mix ...
-
-
Sill, the many hours
-
Terry had a great song earmarked for the ending (an Arabic version of Toy Story and “You’ve Got a Friend in Me”), but I could not figure out if it would violate copyright if we used it, so we abandoned it. As I told Terry, it probably is best, as Michelle Shocked wrote in one of her songs, to make your own jam anyway.
-
Too many timezones.
1More
Community learning - the zombie resurrection - 1 views
davecormier.com/...arning-the-zombie-resurrection
blog-post zombie resurrection rhizo14 rhizomatic learning rhizomatic learner community Dave Cormier
shared by Vanessa Vaile on 26 May 14
- No Cached
-
from Dave's Educational Blog: "this course came back to life without a 'head' as it were. After my last goodbye was sent out to the participants, a week 7 popped up on the website. The participants continued the course, but without any 'teacher' filling the role as guide or decision maker. They continued on like this for another 6 weeks, and while activity is now only active in the facebook/twitter/gplus realm (that i know of), the communal learning process continues. The course (now called #rhizo14 by all involved) has refused to die. It has become that individual/community space that i was hoping for when the course started. People post ideas, challenges and thoughts and others bring their perspective to it… we learn, often in vastly different ways, from each interaction. And then this post shows up on the original P2PU course today -"