Group items tagged

"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?"

Reader Response theory comes to mind here too. I see where this is both coming from and headed but my own attitude is, like anyone else's, still very much influenced by my personal reading history. I was an only child and, in a time when families moved much less than now, we moved often because of my father's work with a geophysical crew. I didn't spend entire school year in one place or even the same state until the 5th grade -- did not fall behind because my mother taught me to read early and my father made maths fun with cards, dice and dominoes. Add that all that up -- books spoke to me, were my family and friends. FYI Terry, my father was a storyteller and master punster

It remains for teachers to figure out how to leverage the opportunities of the internet for their learner's advantage. It is not enough to rely on the internet to "do it for you". The internet is still not a teaching machine. Best practice (Jim's version): teach content creation, collaboration, and reasonable dialogue - globally if possible.

extroverts, introverts, ambiverts and the solitary learner in a social context (online learning eg #rhizo

Kevin, I've been doing the subjective learning thing on my own for a very, very long time. Not coming to Vance Steven's multiliteracies, connectivist moocs or any open online courses as a "practicing" academic or educator (except in free range, heutagogical sense), I start with making my own subjectivity alignment -- if only to feel at least somewhat less the total outlier. Besides, isn't all learning is idiosyncratic and subjective?

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

"This is the fourth and final post in a series which outlines the thinking and planning Frances Bell and Jenny Mackness have been doing in preparation for our presentation - The Rhizome as a Metaphor for Teaching and Learning in a MOOC - for the ALTMOOCSIG conference on Friday 27th June. The first post was - The Rhizome as a Metaphor for Teaching and Learning in a MOOC The second post was - Making Sense of the Rhizome Metaphor for Teaching and Learning The third post was - Principles of Rhizomatic Thinking This final post will cover some of the issues that are emerging from our research data."