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Jaap Bosman

6 Teaching Ideas Inspired by MOOCs | Reflecting Allowed - 0 views

balimaha.wordpress.com/...aching-ideas-inspired-by-moocs

teaching ideas learning

shared by Jaap Bosman on 23 Jan 14 - No Cached
  • Jaap Bosman on 23 Jan 14
     
    practical ideas for rhizomatic learning
  • Jaap Bosman on 23 Jan 14
     
    another blog with practical solutions on rhzomatic teaching, do you like the ideas?
Jaap Bosman

X-Change Lab: Learning through Disruptive Technologies - 0 views

technucation.dk/...hrough-disruptive-technologies

cheating disruptive technologies learning

shared by Jaap Bosman on 14 Jan 14 - No Cached
  • Jaap Bosman on 14 Jan 14
     
    If the question concerning where technologies come from must be understood within a political context, how are we then to understand the agency of technology? Should it be approached from a deterministic point of view or are we, since it's a question about political processes, still in control?
  • Jaap Bosman on 14 Jan 14
     
    it is about rhizomatic education,
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?
carol yeager

Rhizomatic Learning - An unLearning Camp - 2 views

www.pinterest.com/...ic-learning-an-unlearning-camp

Pinterest mine learning rhizomatic networks education

shared by carol yeager on 24 Jan 14 - No Cached
  • Vanessa Vaile on 24 Jan 14
     
    Cathleen Nardi's Pinterest board for #rhizo14. Focus include links to posts and rhizome related links rather than primarily images of rhizomes (.e.g. rhizomes in nature). The page serves as a visual #rhizo14 aggregation I started a rhizome pinboard too but intend to focus more on images, including ones less course related one.
Cris Crissman

Experimental-Sites-Concept-Paper-FINAL.pdf - 1 views

chronicle.com/...-Sites-Concept-Paper-FINAL.pdf

competency-based independent learning

shared by Cris Crissman on 23 Jan 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 23 Jan 14
     
    Competency-Based Education appeals to me because it seems easier for the teacher to be the facilitator/guide if not also responsible for the assessing/grading. Can it lead to independent learning?
  • Vanessa Vaile on 23 Jan 14
     
    It appeals to me too...I wonder why same person facilitating as assessing is rarely thought of as a conflict of interest. It's not impossible but can challenge impartiality
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.
Terry Elliott

rhizomatic learning | Viplav Baxi's Meanderings - 1 views

learnos.wordpress.com/...rhizomatic-learning-2

ifttt delicious diigo

shared by Terry Elliott on 02 Feb 14 - No Cached
  • Uncertainty exists in all forms of education and learning. It is not mostly celebrated. In fact, it is suppressed.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      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
      Terry Elliott on 02 Feb 14
       
      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
      Terry Elliott on 02 Feb 14
       
      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
      Terry Elliott on 02 Feb 14
       
      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
      Terry Elliott on 02 Feb 14
       
      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
      Terry Elliott on 02 Feb 14
       
      Perhaps your last paragraph addresses obliquely what I asked above.
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
wayupnorth

An Affinity for Asynchronous Learning - Hybrid Pedagogy - 2 views

www.hybridpedagogy.com/...affinity-asynchronous-learning

shared by wayupnorth on 18 Mar 14 - No Cached
  • the possibilities afforded by the new medium
    • wayupnorth
      wayupnorth on 18 Mar 14
       
      This is difficult to imagine for someone who has not experienced the richness of an asynchronous online learning community - and equally difficult to explain TO someone who has not.
  • enormous potential when it works well
    • wayupnorth
      wayupnorth on 18 Mar 14
       
      It only needs to work well a few times. In my experience, the ocasional live interaction does a great deal to "cement" the relationships already formed in asynchrous spaces.
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
wayupnorth

The grassroots of learning | E-Learning Provocateur - 2 views

ryan2point0.wordpress.com/...the-grassroots-of-learning

shared by wayupnorth on 01 Nov 14 - No Cached
  • encourages (often enforces) conformity and intolerance of opinion which does not align with the norms of the group
    • wayupnorth
      wayupnorth on 01 Nov 14
       
      But the same is still true for the majority of formal educators (rhizo14 largely excepted) -intolerant of opinions not consistent with their own
  • history is littered with orthodox views
    • wayupnorth
      wayupnorth on 01 Nov 14
       
      These now-discarded doctrines were stepping stones to the "enlightened" doctrines we now hold as the final truths. In their time they represented advancements in thought and tools for exploration (or repression) which previous generations did not possess. Our current theories will inevitably lead to, or be replaced by new paradygms that will make those we now defend appear as "complete nonsense."
Jaap Bosman

Between the By-Road and the Main Road: We are Pando: Rhizomatic Learning* - 2 views

maryannreilly.blogspot.nl/...pando-rhizomatic-learning.html

rhizome

shared by Jaap Bosman on 12 Jan 14 - No Cached
  • Jaap Bosman on 12 Jan 14
     
    Rhizome
  • Jaap Bosman on 12 Jan 14
     
    Rhizome
Vanessa Vaile

The Power of Networks-Video + Links #rhizo14 - 0 views

thenewfacultymajority.blogspot.com/...tworksvideo-links-rhizo14.html

networks video power links Deleuze network theory rhizome Manual Lima

shared by Vanessa Vaile on 18 Jan 14 - No Cached
  • Vanessa Vaile on 18 Jan 14
     
    example of carrying rhizomes beyond course and connecting to other areas --
Cris Crissman

Three Pounds of Neurons | Virtually Foolproof - 2 views

virtuallyfoolproof.com/...three-pounds-of-neurons

rhizo14 cheating nonacs rhizome mooc

shared by Cris Crissman on 20 Jan 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 20 Jan 14
     
    My head hurts after Week 1 of rhizo14. Just kidding. Enjoying wrapping my three pounds of neurons around the first week's question connecting learning and cheating.
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?
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