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Vanessa Vaile

The Art of Perception - 0 views

www.utne.com/...the-art-of-perception.aspx

art perception rhizo15 rhizowhatever rhizource

shared by Vanessa Vaile on 20 Apr 15 - No Cached
  • Vanessa Vaile on 20 Apr 15
     
    "Can the power of art change the way you do your job and see the world around you? Countless law-enforcement officials, medical professionals and business executives across the country are learning to sharpen their observation, perception and communication skills from an unorthodox teacher.  "The Art of Perception," is a groundbreaking, museum-based seminar using fine art analytical methods to strengthen general observation skills. Founder Amy Herman created the program over 12 years ago while working at the Frick Collection in New York City. She intended to enhance medical students' observation skills with patients.  "
Jaap Bosman

Neil Postman - Bullshit and the Art of Crap-Detection | Critical Thinking Snippets - 5 views

criticalsnips.wordpress.com/...-and-the-art-of-crap-detection

critical thinking postman bullshit

shared by Jaap Bosman on 04 Feb 14 - No Cached
  • by people who use fancy titles, words, phrases, and sentences to obscure their own insufficiencies.
    • Jaap Bosman
      Jaap Bosman on 04 Feb 14
       
      Lots of people do suspect Deleuze of this kind of Crap, I have a feeling they could be right.
  • But with the development of the mass media, inanity has suddenly emerged as a major form of language in public matters.
  • all human communications have deeply embedded and profound hidden agendas
  • wayupnorth on 04 Feb 14
     
    "Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself." Postman's Fourth Law: "Almost nothing is about what you think it is about-including you."
  • ...2 more comments...
  • wayupnorth on 04 Feb 14
     
    Premise: books is making us stupid #Rhizo14 Jim's reply: not if we employ good crap detectors and keep other conversations going
  • Vanessa Vaile on 04 Feb 14
     
    Qualify: books without talking about them, having conversations. Then there are certain categories of academic writing...
  • anonymous on 10 Feb 14
     
    I am somebody who like to go back to sources. Here is the original speech in case some of you may find it useful" http://aquadoc.typepad.com/files/bs_speech_postman-1.pdf
  • Vanessa Vaile on 10 Feb 14
     
    much thanks for the full article -- I like Postman and to go back to sources too
Vanessa Vaile

Twitter / VCVaile: ‏@Cris2B If #DLMOOC metaphor ... - 0 views

twitter.com/...426865785068199936

metaphor rhizomatic learning #rhizo14 rhizome tree CelticTree image art myth

shared by Vanessa Vaile on 25 Jan 14 - No Cached
  • Vanessa Vaile on 25 Jan 14
     
    @Cris2B If #DLMOOC metaphor is #tree & #rhizo14 is #rhizome…what happens if you combine them? #CelticTree 
Scott Johnson

The Art ofCritical Making, Rhode Island School of Design on Creative Practice. Ed: Rosa... - 1 views

Book Excerpt

scaffolding rhizo14 identity

shared by Scott Johnson on 09 Apr 14 - No Cached
  • Scott Johnson on 09 Apr 14
     
    "In my teaching, I stress the importance of the creative process over the product, but the impact of how or when this shift in understanding takes place came into sharp focus only recently. In preparation for the final of my Studio Design{ course, I took my class to the study Room at the RISD Museum to view a portfolio of paper folding structures by the artist Tauba Auerbach. The Complex structural and color interactions in the portfolio make it a favorite to show[….] instead of witnessing surprised joy, I watched a roomful of heads and shoulders slump in desperation. I was startled to realize the little more than half-way through their first semester, my students were projecting themselves into this portfolio not with the passive eyes of spectators, but with the knowledge of makers. No longer just an end product to them, this portfolio now embodied hours of toil and experimentation, trial and error, measuring and calculating. Seeing it demonstrated to the students that if they wished to make successful work they needed to build up their creative muscles." Page 37
Jaap Bosman

Neil Gaiman - Inspirational Commencement Speech at the University of the Arts 2012 - Yo... - 0 views

www.youtube.com/watch

shared by Jaap Bosman on 22 Apr 15 - No Cached
  • Jaap Bosman on 22 Apr 15
     
    about how to find the way without objectives.
Scott Johnson

Theoretical foundations of learning environments first ed / edited by David H. Jonassen... - 2 views

learngen.org/...S_OF_LEARNING_ENVIRONMENTS.pdf

rhizo14 theory learning student-centered

shared by Scott Johnson on 25 Mar 14 - No Cached
  • Scott Johnson on 25 Mar 14
     
    Second Edition (2012) available from Routledge Preface This book is about the learning theories that provide the foundation for the design and development of open-ended learning environments (defined in Chap. 1). During the 1990s, we have witnessed a convergence of learning theories never before encountered. These contemporary learning theories are based on substantively different ontologies and epistemologies than were traditional objectivist foundations for instructional design. This book is intended to provide an introduction to the theoretical foundations for these new learning environments for instructional designers, curriculum specialists, mathematics and science educators, learning psychologists, and anyone else interested in the theoretical state of the art. Edited April 8/14 by Scott J. Dropped the chapter list and replaced with a sample from the section on self-directed learners: Self-Directed Learning and Self-Regulation Theory Chapter 11 Learning Communities: Theoretical Foundations for Making Connections Janette R. Hill "As indicated throughout this chapter, learning is "strongly influenced by setting, social interaction, and individual beliefs, knowledge, and attitudes" (Dierking, 1991, p.4). This is particularly important to keep in mind while turning attention to the individual within the learning community. While there is often a focus on the collective that is the learning community, individuals are the foundation that enable the community to form. Two theories can help guide our understanding of how to support learners within the context of a learning community: self-regulated and self-directed learning. Self-regulation encompasses a variety of individual characteristics, including self-efficacy, motivation and metacognitive skills. Each characteristic has been studied to various extents (see, for example, Lim & Kim, 2003; Oliver & Shaw, 2003; Song & Hill, 2009), with the majority of the studies indicating that all
Vanessa Vaile

The literature on CAE (Collaborative Autoethnography) Reflecting Allowed | Reflecting A... - 0 views

blog.mahabali.me/...-collaborative-autoethnography

collaborative autoethnography ethnography rhizo14 rhizomatic learning blog-post

shared by Vanessa Vaile on 30 Aug 14 - No Cached
  • collaborative autoethnography
  • Mainly this article (Geist-Martin et al) and this book (Chang et al)
  • plans to read this open access book on (non-collaborative) autoethnography
  • ...78 more annotations...
  • open access article by Ellis et al on autoethnography (only skimmed it)
  • Disclaimer: I’m not a methodological purist, I’m an omnivore & a quilt-maker. I don’t even think ethnography believes in methodological purity; the researcher is the instrument even more so if it’s auto
  • So what was MY question?
  • how are people experiencing rhizo14?
  • I am interested in sub-topics of making connections and building community]
  • Why am I interested?
  • I would like to understand how other experienced this MOOC
  • it’s important to note the diverse ways in which the course was perceived by different people
  • I’m interested in what didn’t work. But I am also interested in what did work, and for whom.
  • this knowledge to help influence future designers of connected courses by highlighting the participant experience
  • it will always be partial
  • Geist-Martin et al cite Ellis (2004, p. 30) on autoethnography, and it captures how I feel about this approach
  • “The goal is to practice an artful, poetic, and empathic social science in which readers can keep in their minds and feel in their bodies the complexities of concrete moments of lived experience”
  • collaborative autoethnography rejects the traditional approach of disembodied academic research
  • came out of Chang et al is that there are three broad types of autoethnography
  • the type that emphasizes the auto (closer to autobiography, more narrative)
  • OR a type that focuses on the ethnography part (more analytical, relating one’s own experiences to the wider culture)
  • but any AE contains elements of both
  • I *think* in #rhizo14 we’re attempting something closer to the latter, but what we have at the moment is closer to the former.
  • the practice needs to move beyond mere storytelling in order to be research
  • Autoethnography needs to “use personal stories as windows to the world, through which we interpret how their selves are connected to their sociocultural contexts and how the contexts give meanings to their experiences and perspectives” (Chang et al, p. 18-19).
  • Geist-Martin et al’s & Chang et al’s critiques of their own process – here are some parts I wanted to highlight:
  • They looked for themes across their stories
  • They helped each other clarify certain aspects of each other’s stories
  • They critiqued and recognized ways in which their stories reproduced cultural stereotypes
  • They struggled with how to “cut” parts of their stories in order to make this paper
  • They mention how social activities they participated in, in each other’s lives, influenced how they wrote together
  • They talk about community-building that occurs because of the collaboration on the autoethnography itself
  • They raise ethical issues about how personal narratives actually refer to people outside the narrative itself and the ethics of such story-telling that will get published and scrutinized
  • Clearly, doing autoethnography collaboratively is meant to diversify the viewpoints on a topic, making the interpretation richer and more complex than just one person’s autoethnography. It also, of course, makes it more complicated to do. Easier to start than to finish
  • Chang et al mention 4 key dimensions of CAE:
  • Self-focused
  • Context-conscious
  • Researcher-visible
  • Critically dialogic
  • the more “critically dialogic”  work is, the more it tends towards an analytic/ethnographic rather than evocative/biographical type of research
  • it makes sense to  do evocative research on emotionally sensitive topics, where over-analyzing it might actually lose the essence of what is being researched
  • for tales of abuse, illness, etc., but not for #rhizo14 which is less of an emotionally taxing thing to talk about
  • Some more stuff about CAE:
  • Alternation between solo and group work
  • This part in Chang et al made me laugh because of its vagueness:
  • Chang et al call it an “iterative process”), there’s data collection at the beginning (which can keep happening as gaps are found via group negotiation); there’s data analysis and interpretation (where we seem to be at – and I think that might raise areas of gaps to go find data about or to re-write our narratives about – will explain later); and of course writing.
  • what matters is that I can basically do whatever I want, call it CAE, and set my own criteria for rigor I’m only half-kidding.
  • CAE as an emerging research practice should not be limited to a particular approach or style of representation
  • The authors suggest the following benefits of CAE  (p. 25):
  • collective exploration of researcher subjectivity
  • power-sharing among researcher-participants
  • efficiency an enrichment in the research process
  • deeper learning about self and other
  • community-building
  • this quote (p. 26):
  • “CAE offers us a scholarly space to hold up mirrors to each other in communal self-interrogation and to explore our subjectivity in the company of one another”
  • this quote (p. 28):
  • “This kind of collaborative meaning-making requires that each team members be willing to be vulnerable and open with co-researchers in order to enable the deeper analysis and interrogation that enriches the final product”
  • the challenges of CAE:
  • Risk of incomplete trust to lead to premature consensus-building that compromises the data
  • Apparently quite difficult to do at a distance because of degree of closeness needed
  • Interdependency of research efforts
  • Mutlivocality can make each researcher influenced by the voices of others
  • Team effort
  • Ethics & confidentiality (this prob deserves a post on its own, but I’ll just give it a section here for now)
  • Ethics
  • Authors ask if CAE needs to go through IRB? Ours went through IRB. Not sure if they really understood the extent of what we were doing, but they approved it.
  • The biggest ethical issue I see is that when only indirectly reference others, we may be broaching on their confidentiality
  • We also need to be clear on who gets  access to the data after we write our “report”, and how they can use it
  • We as individual autoethnographers also need to recognize the need to protect ourselves – how much are we revealing about ourselves and is it OK that all of that becomes open to public scrutiny as we publish it?
  • The incident over the use of our data during #et4online by Jen Ross and Amy Collier was a case in point – it is not that simple.
  • Ch 5 of that book about the data analysis side of things
  • emerging coding approach
  • I’ll just come back to one MAIN point that’s running through my mind (well, points, plural, but they are all related):
  • Can we get multiple autoethnogs out of this
  • How do we incorporate  the views of people who wrote narratives in the autoethnog but who are not part of the team currently analyzing the data?
  • CAE implies that only the authors’ stories are told. Now the authors could react to stuff that happened by and with other people, but there are ethical issues in getting to deep with that
  • Can we use some of the other data in the narratives DIFFERENTLY? So not as autoethnog, but as narratives
  • The inherent “connectdness” of it all makes it almost paralyzing to imagine how we can tell our own stories (6-7 of us) without either implicating others, or needing to reference others
  • I usually do ethnography by using any and all data I can; this would mean referencing public blogs, etc.
  • I keep circling back to the same thing, right? There power questions, there are questions of who can tell whose story? There are multiple “others” in the “we” of autoethnography, and what do we do by telling our story and leaving out theirs?
  • What about the people who didn’t even blog visibly or at all, and so have no easy “trace” to find even if we wanted to incorporate their views?
Heli Nurmi

Wanna do a cMOOC? | doublemirror - 5 views

mdvfunes.com/...wanna-do-a-cmooc

shared by Heli Nurmi on 20 Mar 14 - No Cached
  • Matthias Melcher – he made it so easy to follow everyone’s blogs
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      That was a huge contribution Matthias made to help tie Rhizo14 together. Although later in the course, when it became impossible for me to keep up with all the blog posts, I opted for the narrower conversation on Facebook as my link - even that subset exceeded my capacity
  • power is not due to the technology or its design, but to the actual people involved
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      strongly agree - although the ds106 assignment bank is an outstanding design element
  • 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.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This helps understand the author's perspective. Not everyone in an open online course shares that life-setup. Many are trying to squeeze learning into the varying cracks between other overlapping committments.
  • ...15 more annotations...
  • So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      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.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      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.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This again gives us insight into the writer's perspective. It is a valid attitude, but important to recognize. Consciously looking through the same lens will keep a reader who experienced Rhizo14 differently from too easily dismissing parts of the critique that do not resonate with herm.
  • 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;
  • batting the ideas back and forth in order to win the game.
  • 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.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      After listening to Dave Cormier, I have to challenge this assumption. What I hear from him suggests that Dave is very much aware that he is still trying to find out what "works".
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I thought that rhizo14 was Dave's first try to facilitate a MOOC his first own experiment
  • diversity was managed out through a group dynamic that excluded what the majority did not approve
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree = saw this happen, all norms are not written, they can be strong without it
  • I did not see much by way of supporting the importance of diversity in action rather than theory.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      very true in my eyes too
  • people left and may have been silenced by a vocal minority
  • gossiping about other participants
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      and this still praised as a good strategy - a year after the end of the studies
  • but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      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.
    • anonymous
      anonymous on 21 Mar 14
       
      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 :)
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
  • what he created with CCK08
  • own work in self-managed learning
  • I recognise this clearly from my
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I recognise this too and this reminds the storming phase of group process. You must be strong as a facilitator to receive all the complaints. It is a normal phase as long as education is in movement
  • You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      you said that better than I could, thanks
  • to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I belong to this group
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