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H DeWaard

A #Rhizo15 Song Takes Root (And We Find Our Way Through) - 0 views

dogtrax.edublogs.org/...ot-and-we-find-our-way-through

#rhizo15 mind song takes root find way

shared by H DeWaard on 16 Apr 15 - No Cached
  • H DeWaard on 16 Apr 15
     
    SONG - We Find Our Way Through
Tania Sheko

Philosophy of Education Technology: Rhizomes in my Brain: Introvert, Extrovert, Ambiver... - 1 views

educationaltechnologyphilosophyosu.blogspot.com.au/...mes-in-my-brain-introvert.html

technology brain learner social context social media connected introvert extrovert ambivert solitary

shared by Tania Sheko on 29 Apr 15 - No Cached
  • The thing is those other 4 people indicated that they agreed with the statement that the collaborative experiences were impeding their learning (S1) and they disagreed with the statement saying that the collaborative experiences were helping their learning (S2). What about those guys? Yes, there are not a lot of them but they are almost 10% of the respondents. If we believe that important things can come from introspection then I want to say that there is a good chance that they have something of value to offer the community. And when the community is the curriculum that seems of vital importance.
    • Tania Sheko
      Tania Sheko on 29 Apr 15
       
      Amongst these people who say that collaborative experiences impeded their learning there would be more subsets, ie various reasons why, eg some might have not had much experience so only had an unsatisfactory one. So much more to unpack.
  • I think that there is a good chance that we social learners can be somewhat (and often unconsciously) biased against solitary learners.
  • I think that there is room for the solitary learner in a cMOOC and I think that the solitary learner can have just as rich of an experience as a social learner.
  • ...3 more annotations...
  • find the course is kind of haunting me and getting in the way of other things - it is breaking my brain a bit in a way that I’m loving
  • I think that many could benefit from not finding someone but rather finding some thing.
  • To get started as a new learner it seems I need to know or get to know the people. Could there be benefit to (alongside of curating by personality) curating by theme, topic, argument, or subject? So that one could search for topics that others are talking about that one might be interested in with the focus on the subject and not on the personalities?
  • Tania Sheko on 29 Apr 15
     
    extroverts, introverts, ambiverts and the solitary learner in a social context (online learning eg #rhizo
Terry Elliott

So now I am in Diigo, what do I do with Diigo? - 7 views

I love the autoblogging tool. I use it to post links to my blog. Come join us in annotating Dave's post here: http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum/

help diigo bookmark topic

started by Jaap Bosman on 17 Jan 14 4 follow-ups, last by Terry Elliott on 17 Jan 14
Terry Elliott liked it
Terry Elliott

Ego and The Swarm | teachnorthern - 1 views

teachnorthern.wordpress.com/...ego-and-the-swarm

shared by Terry Elliott on 30 Jan 14 - No Cached
  • I’m finding it impossible to escape the thread of ‘ego’ running through the last ten days.  
    • Terry Elliott
      Terry Elliott on 30 Jan 14
       
      I am having trouble, too. In fact I find myself moving from ego to eco, from tree to root, from node to network in a kind of leap of faith.
  • Independent learning is tough.  Independent thinking even tougher.
    • Terry Elliott
      Terry Elliott on 30 Jan 14
       
      I agree and I want to add that the task of interdependent learning and thinking is even harder. It is so hard for me that I am not sure I am even doing it. I trust that this share annotation is one simple way of doing interdependence. The hard part is figuring out what is happening in the mix that rises above the mix. What is the reintegration that happens as we bake our variety into the cake? What is the final baked product?
  • I’ve thought about Tragic Life Stories (actually the name of a department in WH Smith) and the way in which they dominate not only TV and popular news media, but stories about adult learning too.
    • Terry Elliott
      Terry Elliott on 30 Jan 14
       
      I file this under 'everybody's a critic'. Each of us has a set of personal and professional filters for the buzzing profusion of life that pushed into us every day. The tabloid filter is quite simple; it bleeds, it leads. There are lots of schema (some might call them assumptions or presumptions). Diversity is good--a presumption. Dependency is bad--a presumption. The problem with all of these presumptions is that they are habitualized into near-instinct quick filters. Hence, the birth and perpetuation of the blindspot. Dammit.
  • ...3 more annotations...
  •  I want a dialogue that begins, “I can’t do this thing you asked me to do, in this timeframe,” and continues with, “What are you assuming, that is stopping you meeting the deadline?” – designed to search only for a strategy to get past whatever barrier has set itself in the way.
    • Terry Elliott
      Terry Elliott on 30 Jan 14
       
      This is heavy pull here. The filter/value of keeping deadlines is self-referential. You make the filter because that cog is needed to fit into the larger machinery of the institution. You must have deadlines in order to have order within the term or semester. We wouldn't want to treat others unfairly, unequally (even more filters). Thus the system creates the circular logic that justifies the values of the system. The heavy pull is to dump the trash can that holds the whole mess together and say, "Well...it's a mess. Let's try something else." What you are asking for is the right to be messy. The system struggles against such illegibility. Mightily. So mightily that subversion (one of the tools of messification) is inevitable and iconoclasm becomes a way of life in that system. Or we become 'silent runners'. Does this analysis seem true to what you are saying? I ask in the spirit of interdependence.
  • Bernard Williams ‘fetish of assertion’
    • Terry Elliott
      Terry Elliott on 30 Jan 14
       
      "Certitude is not the test of certainty. We have been cocksure of many things that were not so." - Oliver Wendell Holmes, Jr.
  • So, released from time to time from the imperative to obey my ego, I walk happily into the swarm.
    • Terry Elliott
      Terry Elliott on 30 Jan 14
       
      Fro ego to eco--how else can it be with 7 billion people on the planet. This is not just a stance, it is an imperative.
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.
Terry Elliott

Deleuze for Developers: Deterritorialization - 2 views

words.steveklabnik.com/evelopers-deterritorialization

shared by Terry Elliott on 12 May 15 - No Cached
  • this diagram of the assemblage
    • Terry Elliott
      Terry Elliott on 12 May 15
       
      Looks like a network.
  • writing style that they probably find opaque
    • Terry Elliott
      Terry Elliott on 12 May 15
       
      That is an understatement. Combine that with translation and you have a potent, nay real chance for misunderstanding.  I find much of it unreadable and I suspect it is purposely so.
  • This process is called 'deterritorialization.’ Healing the lines, repairing them, and re-containing the boundary is called 'reterritorialization.’
    • Terry Elliott
      Terry Elliott on 12 May 15
       
      What if the boundary is semi-permeable as it often is on both micro and macro levels in natural settings.
  • ...1 more annotation...
  • Obviously, the Twitter-assemblage is interconnected with a ton of other assemblages that represent other services.
    • Terry Elliott
      Terry Elliott on 12 May 15
       
      Yes, semipermeable, filtered in some way.
Scott Johnson

Blurring the Boundaries? New social media, new social research: Developing a network to... - 1 views

eprints.ncrm.ac.uk/3168

rhizo14 research social media

shared by Scott Johnson on 28 Mar 14 - No Cached
  • Scott Johnson on 28 Mar 14
     
    Woodfield, Kandy and Morrell, Gareth and Metzler, Katie and Blank, Grant and Salmons, Janet and Finnegan, Jerome and Lucraft, Mithu (2013) Blurring the Boundaries? New social media, new social research: Developing a network to explore the issues faced by researchers negotiating the new research landscape of online social media platforms. NCRM Working Paper. "On a practical level, some of our network members were struggling with the constant stream of social media data, finding it difficult to keep pace with their participants as they moved on in their conversations and discussions. Digital overwhelm might become counter-productive to reflective social science if researchers are not skilled at managing data flows. Similarly, gathering massive datasets requires a computing power outside of the grasp of many independent researchers or students. The increasing emphasis on 'big data' runs the risk of access to datasets being increasingly concentrated in the hands of a tiny minority of researchers and organisations. An alternative perspective sees this as an opportunity for researchers to come together in creative, cross-disciplinary collaborations, Either way, social researchers will need to find ways of convincing those who own social media sites about the merits of extending, or at least continuing, some freely accessible datasets. The politics of social media research will become an increasingly important agenda for social scientists to engage with. Despite the strengths that social media offer in terms of providing an accessible platform for some marginalised groups, other hard-to-reach populations like the elderly, the poor and those with limited literacy remain more difficult to reach online." Page 12
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?
wayupnorth

Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 7 views

davecormier.com/...cation-community-as-curriculum

shared by wayupnorth on 14 Jan 14 - No Cached
  • define what counts as knowledge.
  • painstaking process by which knowledge has traditionally been codified.
  • Knowledge as negotiation
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      The Secret Sits We dance round in a ring and suppose, But the Secret sits in the middle and knows. Robert Frost
  • ...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.
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      The future is already rhizomatic, it's just not evenly distributed.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      I wonder what disciplines he is referring to here. Which ones live on the edge these days? And is that changing?
  • clear definition of the word "knowledge" is difficult
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      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"
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      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
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      I am profoundly happy to see Myles Horton cited and used. I think he has had more influence on my teaching and learning than any other. His autobiography The Long Haul is absolutely must-read for a rhizomatic pov.
    • Jaap Bosman
      Jaap Bosman on 14 Jan 14
       
      Myles Horton adapted Danish Grundtvig Folkehojskole to USA schools.
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      Yes, he did and then used it at the Highlander School in Tennessee.
  • The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      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).
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      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.
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      Brave words those--no community.
  • a negotiation (Farrell 2001)
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      I wonder if this is similar to rhetoric and comp's idea of writing as a conversation?
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      Interesting word, though: negotiation. It suggest an unfair balance at the start, right?
  • social contructivist and connectivist
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      These are dead links to the innovateonline site.
  • (Cormier 2008).
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      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?
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      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.
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      doubt if information really is the source of knowledge. Mostly it is, but the road from information, over statistics, logics, arguments is not that simple I think
  • 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.
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      again info is not easily translated into knowledge. Distrust and care are needed, even in a rhizomatic world.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      Or skepticism?
  • the prestige of a thousand-year history,
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      all over this history the prestige has been attacked. Prestige and knowledge are to be separated, so many experts were proven false and wrong.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      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
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      I like this phrasing .. that knowledge is always in motion
  • rhizome.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      And here is it.
  • disciplines on the bleeding edge
  • 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.
  • Information is coming too fast for our traditional methods of expert verification to adapt.
  • 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
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      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.
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      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
    • Terry Elliott
      Terry Elliott on 18 Jan 14
       
      Is this what we are doing together here in Diigo, co-constructing secret connections collaboratively? Sounds like an underground conspiracy (forgive the lame joke there.)
  • Changing Knowledge
    • Terry Elliott
      Terry Elliott on 18 Jan 14
       
      Meta note here: I see our collaboration as a secret growing of knowledge among us. It may only even be true for us, on this web page, at this particular juncture because we are growing it out on the tip of the root of this text.
  • the conversion of information to knowledge
    • Terry Elliott
      Terry Elliott on 18 Jan 14
       
      Examples of this conversion in our work here? 1. Each of us runs these words through the filter of our own experience 2. sharing out on social networks 3 asking and answering quesions
  • 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
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      And some of us are still mainly consuming, jumping in with perhaps superficial content, practicing our engagement.
  • students had the opportunity to enter the community themselves and impact the shape of its curriculum
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      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
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      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.
  • Terry Elliott on 14 Jan 14
     
    Let's play with group annotation here.
  • Jaap Bosman on 17 Jan 14
     
    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.
  • Cris Crissman on 20 Jan 14
     
    Recommended by Telli01 in Vialogues conversation https://vialogues.com/vialogues/play/13001 as good intro to Dave's work on rhizomatic ed
Terry Elliott

lastrefuge: #rhizo14 - week 2: Seeding independent learning: wrestling with writing - 0 views

lastrefugelmu.blogspot.co.uk/...eek-2-seeding-independent.html

shared by Terry Elliott on 25 Jan 14 - No Cached
Vanessa Vaile liked it
  • wrestling
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      When I taught high school and middle school I was reminded of how I felt after wrestling practice when I was in high school myself. Totally drained in the body.
  • hat ‘fish out of water’ feeling that is the experience of so many non-traditional students in the traditional classroom.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Also felt by teachers in those classrooms.
  • doing the MOOCs really reinforced the need to bring the human back into the physical classroom.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      I find that I drop out of MOOC s that do not have this humanity and do not have opportunities to bond.
  • ...5 more annotations...
  • role plays and simulations in the trad ‘lecture’ time really helped this to happen.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Inspiring me to sponsor some academic play at the beginning of every classroom. So....what does academic play look like?
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      It looks like any other kind of play with flow and sharing and game boards and game pieces.
  • the classes definitely FEEL different
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      I think that without this feel there probably has been no learning. I often ask my students what learning feels like. When this embodied cognition, this snick of the tumblers in a lock feeling, is absent I daresay the reading and writing and academic research have not been integrated, intertwined with not only your own rhizomes but with other rhizomes. I have a post about this struggle here: http://impedagogy.com/wp/blog/2014/01/25/i-know-not-wtf-some-shallow-arboreal-learnage/
  • using creative techniques: drawing, collage, poetry… to help us all to think differently
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Expanding the academic space. Yes. And expanding our idea of what constitutes play in that space. Inviting everyone in to play.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      blog, voice, transmedia, iteration, flow, joy, the feeling of climbing and the crossing the divide, failing and banishing fear from the space, playing the fool, online spaces--these are ways to play in an academic space.
  • It all feels too slow and painful. Anyway - once you have improved it a bit yourself - print all of that off - and bring it to the class on Wednesday. We can give you feedback and hopefully help you to the next step!
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      My struggle here is an institutional and structural one. How can we play when no matter what it is still my enforced independence, my assignment , my classroom?
Jaap Bosman

Academic Integrity and Cheating - 1 views

weber.ucsd.edu/...cheat.html

shared by Jaap Bosman on 20 Jan 14 - Cached
  • carol yeager on 20 Jan 14
     
    Ethics Cheating and the Academy; where might we find Ambiguity Innovation and Creativity?
  • Jaap Bosman on 20 Jan 14
     
    Introductionabout cheating, but the sources of images are not in the page, is that cheating? Rules and rules, all about assessment, not about learning?
Jaap Bosman

Rhizomatic learning, definitions and cheating | Jenny Connected - 0 views

jennymackness.wordpress.com/...rning-definitions-and-cheating

learning cheating Rhizome

shared by Jaap Bosman on 17 Jan 14 - No Cached
  • He believes that cheating is a structure in which the teacher has decided what is true or not true and that this disempowers learners. It is not about stealing people’s stuff – but is about finding your own path – creating your own map. For him this is rhizomatic learning.
  • I don’t think we can just cut ‘ethics’ out of our thinking about rhizomatic learning, by saying – Yes OK, there is this thing about ethics and dishonesty associated with cheating, but we are not going to consider it in relation to our discussions about rhizomatic learning.
  • Jaap Bosman on 17 Jan 14
     
    This is a very short description of D.M.s intentions with 'cheating' Ethics and cheating are connected, you should not keep them apart.
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
Terry Elliott

Down the Rabbit Hole | Exploring Digital Culture - 0 views

cathleennardi.wordpress.com/...down-the-rabbit-hole

shared by Terry Elliott on 02 Feb 14 - No Cached
  • “the reader is invited to move among plateaux in any order.”
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      In the #clmooc I helped to facilitate last summer one of the principles that we reiterated in welcoming posts was that of invitation. Not just any invitation, but invitation anywhere and any time. The course/collaboration had no beginning in that all who came to it brought with them a history that powered them like an artesian well. The cMOOC has also had no end either. It still exists and is used and is bring those who are and were a part of it into other worlds like #rhizo14.
  • A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.  (Deleuze & Guattari, A Thousand Plateaus.  P. 25)
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      Sometimes my familiarity with the the fact of real rhizomes saps the metaphor's usefulness. I understand that D & G are talking about power relationships, but in a way that makes no sense at all when discussing 'whole things'. There are power relationships in biological beings, but all the parts are pulling toward the imperative of surviving. So...I have been working through the uncertainty of applying this vague theoretical scaffold into the learning space of the classroom. Now that is where the idea of being always in the middle makes sense, suspended across to learners as a bridge and at the same time walking across other's bridges.
  • forever in flux.
  • ...6 more annotations...
  • Lines of Flight:  Deleuze and Nomadic Creativity,
  • Maureen Maher
  • Knowmadic thinking is “exposing metaspaces in between each, opening new opportunities for new blends of formal, informal, non-formal and serendipitous learning. As in the Invisible learning project, we focus on educating for personal knowledge creation that cannot be measured easily.”
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      As a practicing teacher working under the constraints and affordances that make modern pedagogy such an act of hypocrisy, I find that these generic observations are 'unhandy'. In fact, I get visceral with them. I get pissed off and feel a certain amount of 'how dare you'.
  • Rhizomatic Learning
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      This is what I asked about last week, too. What makes learning different from rhizomatic or deep or knowmadic learning. I think the modifiers (deep, rhizomatic, knowmadic) have a purpose. They allow us to filter learning differently very like having a variety of critical stances. It is, however, like the story of the blind men and the elephant. Which description is correct? All of them--in part.
  • “how do we bring this concept of embracing uncertainty into our classrooms?”
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      I tried to address this in my blog post this week: http://impedagogy.com/wp/blog/2014/02/01/hodie-quid-egisti-what-have-ye-done-a-rhizomagic-week-of-blooming-buzzing-confusion/ I don't think I used the word 'uncertainty' once in that post, but the tone is, I think, one of taking that leap.
  • the leap into the unknown is the learning process.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      It is unnatural to leap into the total darkness of the unknown. In fact I think that by definition it is impossible. Instead I think we leap into the partly known. My analogy is the Kentucky pioneer Daniel Boone. Some might say that he worked his way into virgin, unknown territory. I would say yes and no. He did blaze trails into places no Euro-American had ever been, but the territory itelf shared lots of known traits with where he had already been. For example, water flows downhill to larger streams. The sun rises in the east. And the thousand other 'knowns' that come from a lifetime of living close to ground. And, of course, he really did blaze the trails he made by walking. He emblazened trees with marks for others to follow. Now that must've been an ego trip and a half! The other half of the analogy is that we too have general knowledge that we take with us into the knowmadic life and the rhizomatic wilderness of learning. We have theoretical knowledge. I would include the whole baggage of ed school in that. But we have to dump most of that when we move into the partly known territory of deep, rhizomatic knowmadicism. You need to travel light when you are blazing the trail. You need the practical stuff in your backpack. All week and every week I will be bringing back news as I light out into the territories. I expect to get well and truly turned around on occasion, but I don't plan on backtracking much except to send back reports. Boone wasn't much good at this part, but Lewis and Clark were, but I daresay I call more on the Kentuckian than I do the Virginian. All I know is that every one who reads this could be my Sacajewia, a real guide to the undiscovered country. Amen.
Terry Elliott

Rhizomatic learning, knowledge and books | Jenny Connected - 0 views

jennymackness.wordpress.com/...c-learning-knowledge-and-books

shared by Terry Elliott on 06 Feb 14 - No Cached
Vanessa Vaile liked it
  • don’t throw out your books
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      Perhaps it is not the books themselves but the power we grant them just because they are books. There are lots of reasons why we did this: they were the best technology available for carrying information, they are the tools of power for status quo and revolutionary alike, they have are now the traditional, default method. Yet we are at the beginning of an age which has other methods that are even more ubiquitous. The mobile device is becoming preeminent because it not only carries words but also images, moving and static, and sounds, ours and others. It is immediate and easily reproducible.
  • Are we going to ignore or throw away our books and so throw away our history? Doesn’t our past inform our present and future?
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      No, we are not going to do that, however we are going to put them in their place. To situate them in the power context, into their new community alongside images and sounds and the digital hierarchy of tools.
  • Iain MacGilchrist’s book – The Master and his Emissary: The Divided Brain and the Making of the Western World.
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      I am a real fanboy of MacGilchrist's book. If you hadn't brought him up, I would have. ;-)
  • ...2 more annotations...
  • he traces how the left hemisphere has grabbed more than its fair share of power
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      Yes and what has been the instrument of that power grab--books. Cormier's distrust comes from the valorization of yet another master of the holist part of our mind. Books are colonizers aren't they?
  • We need books, but we also need to engage with them critically. We need text, but we also need to be able to see its limitations. We need abstraction, but we also need embodied learning. We need to exercise both the left and right hemispheres of our brains.
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      I say give books the comeuppance they deserve. Who is the boss of the mind? Mine is reactionary sloganeering here, so let me be less molotov. I, meaning my whole self, am the boss, the master. I am weary of being told and of accepting as writ (holy irony that) that the written word is supreme. I find myself revolting (please no Henny Youngman jokes) against words by my frail attempts to use tools that are decidedly not books--zeega, vine, photography, video, soundcloud, augmented reality--to wrestle control from literacy and return to orality.
    • Terry Elliott
      Terry Elliott on 06 Feb 14
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      On your side Scott would agree that it is not books who are at fault. Please let us not shoot the messenger. It is our use of books and our abdication to their organization, to their legibility that is our downfall.
  • Vanessa Vaile on 10 Feb 14
     
    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
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
  • 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
Terry Elliott

touches of sense...: Being here... - 0 views

tachesdesens.blogspot.fr/...being-here.html

shared by Terry Elliott on 05 May 15 - No Cached
  • How many more -cals can I find?
    • Terry Elliott
      Terry Elliott on 05 May 15
       
      Alchemical
    • Terry Elliott
      Terry Elliott on 05 May 15
       
    • Terry Elliott
      Terry Elliott on 05 May 15
       
      Boo, ward's on you.
  • You are coming at this from a completely different angle..
wayupnorth

Dave who? - un content ed - 1 views

uncontente.weebly.com/...dave-who

networks rhizo15 education documentation

shared by wayupnorth on 08 May 15 - No Cached
  • they should just come and watch and stop wasting my time with the idiotic managerialist systems
    • wayupnorth
      wayupnorth on 08 May 15
       
      When I have time to report, it's because nothing is happening. When interesting learning events are clicking, it leaves little time to report it.
  • I find it easier to be kind and open hearted in class than at home sometimes
    • wayupnorth
      wayupnorth on 08 May 15
       
      Yeah, what's with that anyhow? Do I assume family members "should know this already" just because they live with me? Been much more conscious of that since an adult learner overheard me "teach" my wife a missing computer skill with a note of impationce. Learner rebuked me with, "You don't talk to me that way when you explan something to me."
  • wayupnorth on 08 May 15
     
    Oh YES!
Kevin Hodgson

The Essence of Peopling - 4 views

www.ribbonfarm.com/...the-essence-of-peopling

shared by Kevin Hodgson on 19 Apr 15 - No Cached
  • “People”
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      To talk about  "people" is to objectify and alienate. Making nouns of anything is a way to separate them from the world.
  • “peopling”
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      "Peopling" on the other hand is about human folk connecting to the world--subjectifying and unshackling the word.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      to people?
  • The first part of this essay is an account of innermost peopling – the social, self-conscious nature of human cognition. The second part of this essay moves outward, connecting cognition to the rituals and social information flows that make up the most important parts of our environment.
  • ...19 more annotations...
  • In Others in Mind: The Social Origins of Self-Consciousness (one of my favorite books of all time), Philippe Rochat presents a social model of human cognition,
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Social model of human knowings v. Cartesian knowing
  • Rochat, in contrast, models human cognition as fundamentally social in nature. Each person learns to be aware of himself – is constrained toward self-consciousness – by other people being aware of him. He learns to manage his image in the minds of others, and finds himself reflected, as in a mirror, through the interface of language and non-verbal communication.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      We learn to become self-aware, we are "constrained" toward that goal by other folk.  Other folk are our first mirrors through non-verbal then oral and then written "interfaces".
  • infinite recursion
  • infinite recursion
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      We see ourselves through the constraining influences of other people, through the 'peopling' of others.  Others people us.  It is a limited recursion.  I think this has significance in #rhizo15. How? We are all seeing ourselves through the eyes of others.  How accurate is that subjective view?  Sometimes it is off by degrees of magnitude.  For example, I see some pretty effusive praise for stuff that by its nature is half-baked.  Yes, some is very good for a first draft, but most goes little past the initial draft and into further revision.  I expect further recursion, further refinement through reciprocal action, sometimes I get it, mostly I don't. Part of me take no offense while another part is deeply disturbed that the responses I get are so cursory.  And the cursory nature of most responses,  the desultory considerations of others we have come to respect become the default.  And, worse, they become internalized as the default mutual mental modeling.  Shallow of necessity, quick by force of circumstance, and a bare reciprocal exigency.  
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      How much of that is on other people? How much of it is on us? How inviting are we to gather up ideas, particularly those who challenge our thinking? That "infinite" word in there .. that's a lot of recursive thinking going back and forth, toppling on itself ...
  • The self is not unitary and separate from others; peopling occurs in the context of mutual-mental-modeling relationships, which continue to affect each person when he is alone.
  • Each person’s self is spread out among many people, simulated in all their brains at varying levels of granularity. And each person has a different “self” for each one of the people he knows, and a different self for every social context.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Therefore, we have different subjective reflections from among different folk.  Each reflection is a unique self simulated by another's mind.  The same is true for social context.  We have a Rhizo15 self created by our Rhizo15 folk.  My question here is whether it is in any way an objective measure and does that matter?   Should any of us care about the simulations of others?  Should we rebel and subvert these simulacra because they are not 'us'?  It is hard to argue for this position simply because this acceptance of the peopling of others seems quite natural.  It is natural for us to consider this subjective and recursive view from others as the real deal.  Or is it just the default view?  Can we generate another way toward identity that is a balance between outer and inner subjectivity?
  • The self at work is different from the self at home with close friends, or in bed with a spouse. And none of these are the “true self” – rather, the self exists in all these, and in the transitions between them. There can never be one single, public self; to collapse all these multiple selves together would be akin to social death.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      We are many selves.  No one reflection gets them all not even our own. Especially not our own.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      This reminds me of how to think of our students -- of their lives outside of our classroom,our building ... what literacies are authentic for them?
  • Mentally maintaining one’s identity in relation to others, including one’s accurate social status and relationships in each case, is the core task of being human.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Powerful assertion here.  And the proof is in asking what happens when we do not maintain that identity.
  • a huge portion of our internal cognitive machinery, of which we are not normally aware, is concerned with the ordinary function of maintaining one’s own identity and that of others
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      I wonder how much of our cognitive load is spent maintaining (breaking down and building up) identity, the metabolism of identity?
  • Baumeister and Masicampo posit that interfacing between identities – both within a single mind, and between minds – is the purpose of conscious thought (Conscious Thought Is for Facilitating Social and Cultural Interactions: How Mental Simulations Serve the Animal–Culture Interface). And just as Rochat proposes that we are “constrained toward consciousness” by others, Kevin Simler says that we “infect” each other with personhood.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Three views of this social model of cognition: 1. Baumeister and Masicampo: conscious thought is the transport mechanism for moving between inner identity and outer identity. 2.Rochat: we become conscious because of others, 'constrained by folk' in order to be. 3. Simler: we infect each other with consciousness through the interaction of identity.
  • There is a profound irreconcilability or dissonance between first-and third-person perspectives on the self once objectified and valued. This dissonance shapes behaviors in crucial ways, as individuals try to reconcile their own and others’ putative representations about them. These two representational systems are always at some odds or in conflict, always in need of readjustment. It is so because these systems are open, and they do not share the same informational resources: direct, permanent, and embodied for the first-person perspective on the self; indirect, more fleeting, and disembodied for the third-person perspective on the self. A main property of this dissonance is that it tends to feed into itself and can reach overwhelming proportions in the life of individuals. More often than not, this dissonance is a major struggle, expressed in the nuisance of self-conscious behaviors that hinder creativity and the smooth “flow” of interpersonal exchanges. Others in Mind, p. 41
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      I have never seen the problem of identity so succinctly put.  And it explains why there is and can be no permanent solution to the conflict here except perhaps the meditative one of observing the breath and making that identity.
  • People are able to accomplish this feat of mutual simulation by use of two tools: language and ritual. Ritual allows for the communication of information that language can’t convey – hard-to-fake costly signals of commitment, dependability, harmoniousness, and cooperative intent.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      So how do we play this infinite game of mutually modelling each other's identities to each the other? Language and ritual Language for the easy stuff and ritual for the hard stuff. So what are the #rhizo15 rituals?
  • If humans are somehow calibrated to expect a constant flow of social information, then the sparseness of ritual and social participation in modern environments might trigger a cascade of rumination.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      The sparseness of ritual environment in rhizo15 is very painful to me.  The sparseness of feedback from language is just as painful, but the lack of ritual makes it even more so.  Dreadfully more so.  In fact I am on the edge of withdrawing all the time.  I think it is the ritual that will save me.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      So bring on the salve of ritual to rhizo15.
  • A very simple example is greetings. “Greeting everyone you see” is a candidate for a ritual universal, a part of the ritual atmosphere that displays good fit with peopling
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 1: greeting everyone, every day.
  • (with some caveats).
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 2:"Serene Social Sloth Sunday, a made-up internet holiday in which we avoid posting "outrage porn" 
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 3: Breaking Bread Together
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 4:  Share natural spaces through YouTube, make part of any group meeting e.g. Hangout.  
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 5: "With joy and zest, publicly celebrate milestones and recurring events. Affirming shared history, we nourish community, crystallize a sense of accomplishment, and build group identity by unifying our stories and common goals. Can be planned and ritualized, or as spontaneous as a group cheer."  Celebrate | Group Works. (n.d.). Retrieved April 19, 2015, from http://groupworksdeck.org/patterns/Celebrate
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 6:  Feedforward with the imagination.  In other words project your self into the future and 'recall' all that 'happened' from the beginning of #rhizo15.  In a way I think this defines what rhizomatic learning is.  Each of us creates identity for the group by being who we are with the voices we have.  Why not imagine that forth along with others instead of relying solely upon the weekly proddings of one person identified as 'teacher/leader'.  Feedforwardings would allow us to compare rhizomatic identities. and from there decide where we might go as a group as well as individually.
  • Information about the self from the first-person perspective tends to be inflated and self-aggrandizing; information about the self from the third-person perspective, projected into the minds of others, tends to be deflated and self-deprecatory.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      Intriguing ...
  • A freeway is useful for getting from place to place, but it’s not a place to merely exist in the moment.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      Interesting, since the "internet highway" was an early metaphor for technology and online elements .. and now we are working on ways to slow down, be more reflective, plant flowers along the ugly underpasses of the freeway
  • “we’re here to fart around together.”
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      Is this a motto of Rhizomatic Learning communities? Ha
  • In conclusion, drink tea, together with your friends; pay attention to the tea, and to your friends, and pay attention to your friends paying attention to the tea. Therein lies the meaning of life.
  • Vanessa Vaile on 20 Apr 15
     
    There are also linguistic differences...for example, the verb vs noun thing does not work the same in Spanish (and perhaps to some extent in other Romance languages as in English, where verbs are the power words. Syntax and the role of particles-prefixes are other factors.
Scott Johnson

Toward Reflective Conversations: An Advising Approach that Promotes Self-Authorship - 1 views

www.aacu.org/...PR-WI08_TowardReflec.pdf

rhizo14 learning reflection

shared by Scott Johnson on 27 Mar 14 - No Cached
  • Scott Johnson on 27 Mar 14
     
    List of reflective questions about the educational experience to help students find themselves in the conscious role of student / partner in their education. >"Jane Pizzolato writes that "if students were self-authored, they would be more likely to choose majors that were appropriate and interesting to them, engage in critical thinking about their choices, and develop healthy relationships with diverse others" (2008, 19). Becoming self-authored requires transformational learning that helps students "learn to negotiate and act on [their] own purposes, values, feelings, and meanings rather than those [they] have uncritically assimilated from others" (Mezirow 2000, 8)."< Additional information http://www.liberalarts.wabash.edu/ And here: http://www.changemag.org/Archives/Back%20Issues/2013/March-April%202013/wabash_full.html
  • carol yeager on 28 Mar 14
     
    There has been a model for this in Empire State College for 40 years. Individuals design their own degree programs with a mentor and are able to apply for credit for life experience. It has worked extremely well for the majority of the people who have obtained their bachelor's degrees in this manner The model was initially developed by Ernest Boyer: http://iwansyahril.blogspot.com/2010/12/reflection-on-ernest-l-boyers-article.html http://en.wikipedia.org/wiki/Empire_State_College the scholarship of the educator and the integration of knowledge and practice are important: http://www.esc.edu/media/ocgr/publications-presentations/Boyer-Revisited-3-21-2011.pdf note the section on Mentoring and Uneasy Scholarliness in the previous document
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