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Vanessa Vaile

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

  • 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
  • power is the flow of energy, matter, information, and organization throughout a complex, multi-scale system
  • 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
  • those flows all implicate power
  • 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
Jaap Bosman

Rhizomatic learning | Learning Research & Change Methods - 0 views

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    This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze's conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics.
Vanessa Vaile

▶ RSA Animate - The Power of Networks - YouTube - 0 views

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    NOTE: comments by Terry on YouTube page -- he also made a vialogue of the video, https://vialogues.com/vialogues/play/4430 Published on May 21, 2012: In this RSA Animate, Manuel Lima explores the power of network visualisation to help navigate our complex modern world. Taken from a lecture given by Manuel Lima as part of the RSA's free public events programme. Listen to the full talk: http://www.thersa.org/events/audio-and-past-events/2011/the-power-of-networks-knowledge-in-an-age-of-infinite-interconnectedness
Vanessa Vaile

Rhizomik - 0 views

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    "The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."
  •  
    "The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."
Vanessa Vaile

Coherent communities - 0 views

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    range of #rhizo14 ties ➜ ⬆diverse complexity HT @joseluisserrano: "Coherent communities" « @catherinecronin http://t.co/llAmCQoCOw
  •  
    range of #rhizo14 ties ➜ ⬆diverse complexity HT @joseluisserrano: "Coherent communities" « @catherinecronin http://t.co/llAmCQoCOw
Kevin Hodgson

Kevin's Meandering Mind | The Making of the #Rhizo15 Radio Play, or The Complexities of... - 1 views

  • important artifact of content
    • Terry Elliott
       
      This makes the radioplay an object
    • Kevin Hodgson
       
      Yes. Right? Right.
  • a bit of mayhem.
    • Terry Elliott
       
    • Terry Elliott
       
      Aren't we all in Rhizo15?
  • 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
    • Terry Elliott
       
    • Terry Elliott
       
      Then he should land here, too, unsteady in the subject/object just like you were and all of us were. Yes?
    • Terry Elliott
       
      Talk about rhizomatic.  Annotation is the mycellium/hyphae of rhizomatic learning
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  • something to represent our relationship as friends and colleagues and collaborators.
    • Terry Elliott
       
      Or something beyond them, transcending them, entering into new realms.
    • Terry Elliott
       
    • Kevin Hodgson
       
      Maybe it is that transformative process that lures me in ...
  • I would have slipped into file madness (it may have happened … I’m not saying).
    • Terry Elliott
       
    • Kevin Hodgson
       
      What? No little boohoo violin?
  • My aim as editor was to help nurture into place a radio play
    • Terry Elliott
       
      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.  
    • Terry Elliott
       
    • Kevin Hodgson
       
      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 Elliott
       
      What is the dif b/t rhizomatic collab and non-rhizo collab?  
    • Terry Elliott
       
  • 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.
    • Terry Elliott
       
    • Terry Elliott
       
      Didn't think you would get away that easily, did you?  The snarky beauty of Diigo annotations rears its janky head.  
  • Too many timezones.
    • Terry Elliott
       
Vanessa Vaile

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

  • 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
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  • 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?
Helen Crump

Rhizomatic learning: chaos, provocation and conflation #rhizo14 | Learningcreep - 2 views

  • being a lifelong learner is something you just have to take on personally;
    • Terry Elliott
       
      Part of me disagrees vwehemently with this and part not so much. The disagree part says that lifelong learner is baked into the DNA. You don't have to take in 'on' because it is already 'in'. Another part of me says that we can devise algorithms for pursuing our own curiosity, we can take that task on personally.
  • Chaos abounds
    • Helen Crump
       
      messified - now that's a good word.
    • Terry Elliott
       
      Messy is the space between order and chaos. It is the interval where stuff gets done, usually where friction and energy and all things physical happen.
  • independence isn’t the only stance to learning that they need – what about dependence and interdependence?
    • Terry Elliott
       
      enforced dependence, interdependence, and independence really puts the wind in my sails, but I am pretty sure I am not a good enough sailor to pull out all the sails. Add sail! That really shivers me timbers.
  • ...4 more annotations...
  • “taking responsibility” doesn’t come naturally
    • Terry Elliott
       
      Perhaps it is repressed in traditional formal learning situations or it just doesn't make good, strategic sense to most learners where they are situated.
  • To permit “responsibility” and enable learners to assert their independence, it seems to me (and to a few others) that schools, or any formal learning context, would do well to not only encourage learners to pursue their passion, but to honour their unique experiences and to give them voice.
    • Terry Elliott
       
      I might also add that we invite as well. Permission may be necessary as a pump primer but invitation is the force that drives the water up and out. If you think of it in terms of artesian wells then you have to admit that for most of us you have to drill down for the water. The springs are fewer and may often only be a little weep of water that has to be dammed up a bit in order to drink from it.
  • “we conflate learning and schooling”
    • Terry Elliott
       
      And its specific corollary: we conflate learning with teaching.
  • it’s not about seeing learning more clearly
    • Terry Elliott
       
      I tried to talk about this when I referenced James Scott's binary of legible/illegible. Like the quants on Wall Street and in the Department of Education, clarification entails filtering out the fines of complexity. Sometimes this is good--penicillin, for example. But it can lead to unintended consequences--a wider resistance to all antibiotics. Seeing more clearly often has to come from sitting in the vortex and waiting. The water might clear of its own accord.
  •  
    "being a lifelong learner is something you just have to take on personally"
  •  
    "being a lifelong learner is something you just have to take on personally"
Terry Elliott

rhizomatic learning | Viplav Baxi's Meanderings - 1 views

  • Uncertainty exists in all forms of education and learning. It is not mostly celebrated. In fact, it is suppressed.
    • Terry Elliott
       
      Yes, this is exactly the point James Scott makes when he creates the binary of legible/illegible where the suppression of uncertainty is the definition of legibility.
  • It is even systematically constrained in other (non-traditional) environments, even informal ones at most times.
    • Terry Elliott
       
      I think you are pointing to the embodied and cognitive biases that are part of being a human being?
  • Not all certainties may be “good” or “appropriate”.
    • Terry Elliott
       
      I am thinking here of Nicolas Taleb's ultimate uncertainty, the unknown unknown, the Black Swan. I think that most suppression of uncertainty arises from the futile attempt to quell Black Swans and their evolutionary disruption.
  • ...2 more annotations...
  • democratizing uncertainty
    • Terry Elliott
       
      Is democratizing uncertainty like trying to formalize the informal?
  • We shall also need to “prove” in many ways, that more “good” uncertainty in the system will impact social outcomes positively.
    • Terry Elliott
       
      Seems like predictability is worming its way into your discussion of uncertainty. Uncertainty is largely complex and unmanageable. Should we be focusing more on the processes and products that emerge from uncertainty? I don't think we can do a whole lot more than that, but I am certainly open to being informed more on this.
    • Terry Elliott
       
      Perhaps your last paragraph addresses obliquely what I asked above.
Scott Johnson

Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained a... - 2 views

  •  
    Found this paper useful for clarification of what makes good scaffolding. My original intro to the subject focused on the notion of threshold concepts which can reside too far into an expert domain for getting students engaged. Definition: "adult controlling those elements of the task that are essentially beyond the learner's capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence" Do not defeat learning by going too far out into the unfamiliar. "Scaffolding is no longer restricted to interactions between individuals-artifacts, resources, and environments themselves are also being used as scaffolds." "...six types of support that an adult can provide: recruiting the child's interest, reducing the degrees of freedom by simplifying the task, maintaining direction, highlighting the critical task features, controlling frustration, and demonstrating ideal solution paths." "Central to successful scaffolding is the notion of a shared understanding of the goal of the activity. Although some elements of the activity may be beyond what the child could accomplish in working alone, intersubjectivity (Rogoff, 1990; Wertsch, 1985), or a shared understanding of the activity, is considered critical. Intersubjectivity is attained when the adult and child collaboratively redefine the task so that there is combined ownership of the task and the child shares an understanding of the goal that he or she needs to accomplish."
Scott Johnson

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

  •  
    "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
Terry Elliott

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.
    • Terry Elliott
       
      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
       
      Is it?
  • Dave has done a good job of modeling rhizomatic teaching
    • Terry Elliott
       
      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
       
      I think that Dave stages the even well, but does not follow through
  • the teacher is the gardener
    • Terry Elliott
       
      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
       
  • I have some kind of sense for it
    • Terry Elliott
       
      Better off trusting this sense first and what the experts say a very distant fiftieth.
    • Terry Elliott
       
      And those experts include anyone giving unsolicited advice like me.
  • Enough
    • Terry Elliott
       
    • Terry Elliott
       
      Sometimes I have had enough of Dave.  
  • Deleuze and Guattari
  • we should get rid of dave
    • Terry Elliott
       
    • Terry Elliott
       
      Wait for it....
  • spontaneity
    • Terry Elliott
       
      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
       
      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
       
    • Terry Elliott
       
      Is this spontaneous and rhizomatic?
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