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Vanessa Vaile

Ethics and soft boundaries between Facebook groups  and other web services | ... - 0 views

francesbell.wordpress.com/...-groups-and-other-web-services

power ethics boundaries PFR #rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • This is rhetoric, perhaps even rhizorhetoric, at it’s best
  • I want to frame my comments in the distinction between reductionist thought and complexity thought, a habit of mind I attribute to Edgar Morin’s book On Complexity
  • tension between a reductionist understanding of power and a complexity understanding
  • ...33 more annotations...
  • Steven Luke’s short article about power
  • I find the fourth view, the one from Foucault, to be the most engaging, as it approaches a complex view of power
  • first three views of power assume a Classical, simple (not simplistic, but not complex, either) epistemology
  • “‘Power’ in its most generic sense simply means the capacity to bring about significant effects: to effect changes or prevent them.”
  • The One-dimensional View posits two agents disjoined from one another, and power occurs when one agent prevails in some way over the other agent
  • too simple, too explicit and over
  • The Two-dimensional view adds agenda control by the more powerful agent, and finally, the Three-dimensional view adds social influence
  • it also encompasses being able to secure their dependence, deference, allegiance or compliance, even without needing to act and in the absence of conflict.
  • the successive views move in the direction of complexity, but they are always limited by a Classical epistemology that posits disjoined, discrete agents interacting in deterministic ways across or through clear boundaries, either in accordance with or in violation of some social contract or rules.
  • its affordances are outweighed by its limitations
  • This is where Foucault’s view of power comes into play, and note that it’s the only unnamed view
  • complexity is often nameless, even unnameable
  • those flows all implicate power
  • an agent is formed and informed by the flows of energy, information, and organizational structures of the systems within which the agent lives and functions
  • we are not discrete entities, independent of an enclosing ecosystem
  • power is the flow of energy, matter, information, and organization throughout a complex, multi-scale system
  • Power is the weave of the fabric we are all woven into, and it is difficult, often impossible, to isolate any single thread of power and to trace it back to a single cause.
  • what does this mean for how we should decide who is in Rhizo14 and how we should behave there?
  • the more open the use and sharing of information, the more important it is to clarify how we expect that information to be used
  • Clarity has great affordances, but it also has its blindness
  • This is a fine example of a clear, classical social contract. Independent agents agree on boundaries and behaviors between themselves
  • This assumes discrete agents with clear boundaries, a simple view of power and reality
  • A complex view of power and reality—my view—says, however, that Frances is already part of the Rhizo14 group and the document
  • Likewise, I suspect that Frances has herself been in/formed by the Rhizo14 discussion
  • circular causality, a core mechanism of complex systems with their complex flows of power
  • Power as flows of energy, information, and organization have already woven us together in ways that I do not know how to disentangle.
  • really only a very small part
  • request not to be part of the group leaves me with some sticky issues
  • most views of plagiarism are based on the simple view of relationships among agents and social contracts
  • ole authorship is a reductionist’s fiction, a useful fiction perhaps, but perhaps becoming less useful as online, open spaces emerge
  • How to behave in an open community, then, where flows of power are unavoidable and many are uncontrollable, even unknowable
  • if we don’t confront this problem, then we will continue to apply the old social contracts. I don’t think those social contracts alone can address the issue
  • interested in learning how this group will write this document. Like all good ethnographers, I think I can learn most by living and functioning within the group, by helping to write it. I want to define the process from the inside
Terry Elliott

Will · The Lazy Language of Learning - 0 views

willrichardson.com/...the-lazy-language-of-learning

shared by Terry Elliott on 09 May 15 - No Cached
  • I think Gary Stager gets it right:In the absence of a clear and publicly articulated vision for a school or district and a misguided quest for the holy grail of balance, the weeds will always kill the flowers. If you are a school leader with a coherent vision for educational progress, you must articulate your vision clearly and publicly so people will follow. Why make others guess what you want and stand for?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Critique of Dave Cormier's attitude in rhizomatic learning?
  • The elements that comprise this Gear include:Personalized Learning Student-Centered Learning Authentic, Deeper Learning 21st Century Skills College and Career Readiness Digital Citizenship Technology Skills Anywhere, Anytime Learning
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Do any of these bullets rise up from the folk, from the learner, from the community and the rhizome? Don't think so.  Could they?  Of course.  It all depends upon which end of the stick and which end you 'valorize'.
  • Are students learning our stuff (curriculum) or their stuff (interests)?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy? Objective or subjective?
  • ...6 more annotations...
  • Are we more concerned with them becoming learners or learned?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Content or no content.
  • Are teachers organizing the school experience or are students building it?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Dave or no Dave?
  • Do the technologies we give to kids transfer agency and increase freedom on the part of the student learner or do they just transfer our curriculum in digital form?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Old wine or old wine in new bottles or?
  • And, importantly, what does success look like, and how are they measured?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Count or no count or no account or ?
  • And these are important to ask and answer before we embark on any initiative that purports to “improve student learning.” 
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Answer these questions before you tell people to go on a rhizomatic snipe hunt?
  • not about doing things “better” but about looking at schools and classrooms and teachers fundamentally differently
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I believe that a radically different stance from a very different perch is necessary.  
Terry Elliott

Enough About Getting Rid of 'dave': Exploring Spontaneity and the Metaphor of the Gardn... - 3 views

autumm.edtech.fm/...nd-the-metaphor-of-the-gardner

shared by Terry Elliott on 09 May 15 - No Cached
  • But I think that Dave has just shown us that it is possible in an online environment.
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      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.  
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Is it?
  • Dave has done a good job of modeling rhizomatic teaching
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Not really too sure about this. He creates a binary and expects us to reconcile it.  And then where does that takes us as far as a rhizomatic practice is concerned?  Not very far at all.  
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I think that Dave stages the even well, but does not follow through
  • the teacher is the gardener
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      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
    • Terry Elliott
      Terry Elliott on 09 May 15
       
  • I have some kind of sense for it
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Better off trusting this sense first and what the experts say a very distant fiftieth.
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      And those experts include anyone giving unsolicited advice like me.
  • Enough
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Sometimes I have had enough of Dave.  
  • Deleuze and Guattari
  • we should get rid of dave
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Wait for it....
  • spontaneity
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      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.
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      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
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Is this spontaneous and rhizomatic?
Terry Elliott

What's next for Webmaker tools | Webmaker - 0 views

blog.webmaker.org/whats-next-for-webmaker-tools

shared by Terry Elliott on 07 May 15 - No Cached
  • This means giving each learner the ability to flourish independently
    • Terry Elliott
      Terry Elliott on 07 May 15
       
      Getting rid of popcornmaker does the opposite of this Orwellian proclamation.
Jaap Bosman

Choreographies of Becoming | Personal Research Blog - 0 views

pweaton.wordpress.com

shared by Jaap Bosman on 22 Apr 15 - No Cached
  • Jaap Bosman on 22 Apr 15
     
    This paper centers what I consider to be an important question: As educators in the 21st century, what is our ethical responsibility in relation to human technological subjectification? As digital technologies proliferate, thinking through the ethics of becoming-digital is of paramount importance for college student educators.
  • Jaap Bosman on 22 Apr 15
     
    about subjectification and socialization
Vanessa Vaile

Communications & Society: Prepositions as the Rhizomatic Heart of Writing - 0 views

idst-2215.blogspot.com/...ns-as-rhizomatic-heart-of.html

communications rhizo14 rhizomatic learning blog-post prepositions syntax language use autoethnography

shared by Vanessa Vaile on 05 Sep 14 - No Cached
  • conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'-
  • linguistic keys to understanding human interactions."
  • independently code the entries in the auto-ethnography, and then compare our codings
  • ...15 more annotations...
  • I had an intuition that prepositions, and prepositional-like elements, might be the linguistic engines that power the rhizome in language.
  • rhizomes are first about connections
  • At its deepest level, the rhizome itself is all possible and potential connections
  • Language is one of the core tools we use to map our worlds and to create patterns
  • prepositions as stage directors
  • Simon Ensor sent me an article about ecological psychology on Wikipedia.
  • Terry Elliot wrote a post GOODBYE, CLASSROOM. HELLO, CONNECTION JUKEBOX. that claims we are all "a magnificent and unique filter for the world
  • Then, two people mentioned their attention shifting from nouns to verbs, Frances Bell in a comment on Maha Bali's wonderful post Network vs community – cc #rhizo14 autoethnog and Aaron Davis's post PLN, a Verb or a Noun?
  • Simon Ensor writes in his post Spacetimecontinuum
  • In more prosaic terms: how do prepositions drive the emergence of a sentence into meaning?
  • cognitive linguistics
  • George Lakoff
  • polysemy (many possible meanings for a given word)
  • They could mean multiple things at the same time. They violate Aristotle's principle of the excluded third.
  • This is very much like elementary particles
  • Vanessa Vaile on 05 Sep 14
     
    "I never expected to be writing about prepositions, but it's the approach I've decided to take with the Rhizo14 auto-ethnography, so I want to sketch what I think I'm doing and why and how I'm doing it. This is a preliminary sketch, so expect abrupt turns of the page and new, emergent directions. In rhizomatic terms, expect lots of deterritorializations and reterritorializations. If you've ever heard the ruffle and rush of a covey of quail scattering in the cold, steel-blue dawn, then you're ready. I became interested in the rhizomatic potential of prepositions after reading the conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'--an argument for considering prepositions, rather than the conventionally emphasized verbs and substantives, as the linguistic keys to understanding human interactions." "
Vanessa Vaile

Reading Writing Responding: PLN, a Verb or a Noun? - 1 views

readingwritingresponding.blogspot.com.au/...pln-verb-or-noun.html

pln rhizo14

shared by Vanessa Vaile on 05 Sep 14 - No Cached
  • +Alec Couros' simple suggestion made during an interview with the +Ed Tech Crew that everything can be a resource online.
  • So often we limit ourselves by seeing PLN's as something made - contained and organised - rather than something continually evolving, changing growing and adapting.
  • s I have suggested previously,  PLN's often form themselves organically. PLN's are rhizomic. There is no central root system. There is only one connection leading to another.
  • ...17 more annotations...
  • everyone in our lives has a point of knowledge to share, if recognised
  • Solutions for today can so often be found in adapting and extending ideas from the past.
  • A part of this is limiting ourselves by failing to recognise the connections in our lives and what they may have to offer.
  • One way in which we restrict these connections is by deciding what it is we want to know, before we have even asked the question.
  • Sometimes the best answers I get from my PLN are from those who I didn't expect.
  • everyone does have an opinion and something to add to the discussion. In my view, education is much better from incorporating wider range of voices and perspectives
  • post about mandated technology in schools. Guhlin calls for a infinite plurality
  • rather than collective uniformity, where everyone does this or uses that
  • a plurality of diversity that builds relationships among diverse partners to achieve common goals
  • plurality in regards to PLN, it is about capturing a range of perspectives
  • a PLN is that it is not something that we build, rather a PLN is something that we grow and nurture.
  • There are a number of ways in which a PLN can be nurtured. This includes engaging in dialogue, posting comments, as well as sharing ideas and resources.
  • the most important thing that we can do, whether it be in person or online, is to listen and simply be there
  • Connecting is a Mindset, not just a Thing Done
  • How are you sharing this with others?
  • In the end, you don't measure the success of a blog by the amount of hits it gets
  • Being connected is a mindset, a way of being and a way of doing, not something static, that is a thing done and complete
  • Vanessa Vaile on 05 Sep 14
     
    "everything can be a resource online. By approaching resources in this way, our understanding moves away from being an actual object, lets say a textbook, to a resource as being a way of seeing something. In this sense, a resource stops being a noun, something named, ordered and categorised, and instead becomes a verb, a way of approaching something, interpreting it, questioning it. In much the same way, PLNs can be thought of in much the same way. "
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