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Jaap Bosman

10 Things I've Learned (So Far) from Making a Meta-MOOC - 0 views

www.hybridpedagogy.com/...earned-from-making-a-meta-mooc

MOOCs knowledge roots

shared by Jaap Bosman on 17 Jan 14 - No Cached
  • How We can Unlearn our Old Patterns to Relearn for a More Engaged, Successful, Fruitful, Productive, Humane, Happy, Beautiful, and Socially-Conscious Life.
  • This meta-MOOC advocates that 21st century education needs to return to Deweyite roots, embracing much more of a maker spirit, and much more willingness to experiment, to stray away from expertise
  • Do we really want knowledge that comes only from senior professors? I don’t know about other profs but my most exciting conversations invariably are those with junior colleagues, graduate students, or undergraduate students.
Felicia Sullivan

The Right Question Institute - 0 views

rightquestion.org/mission

shared by Felicia Sullivan on 21 Jan 14 - No Cached
  • Felicia Sullivan on 21 Jan 14
     
    Seems to me that building agency and self-efficacy in a rhizomatic learning environment is understanding what your want to learn about. What is your line of inquiry and what is your goal. I love this organization because it focuses on that very simple step of knowing how to ask a question and then figuring out how to answer it.
Vanessa Vaile

rhizomes: my rhizome pinboard (Vanessa) - 0 views

www.pinterest.com/...rhizomes

#rhizo14 rhizome images design networks

shared by Vanessa Vaile on 24 Jan 14 - No Cached
  • Vanessa Vaile on 24 Jan 14
     
    "for #rhizo14 Rhizomatic Learning (which has its own board that I will pin from) but mostly because I like the images and the tangled root system of associated concepts in philosophy, education, SNA, network and communication theory, design, etc."
Cris Crissman

Communications & Society: Practical View of the Rhizome for #rhizo14 - 1 views

idst-2215.blogspot.com/...ew-of-rhizome-for-rhizo14.html

Lima Hamon rhizomes bacteria

shared by Cris Crissman on 23 Jan 14 - No Cached
  • Cris Crissman on 23 Jan 14
     
    Really helpful post about the rhizome metaphor with outstanding RSA talk by Manuel Lima on networked learning. Encourages a new look at rhizomes and what might lead to diversity (you know they are clones). Bacteria?
Jaap Bosman

No! You should not do DS106 | doublemirror - 0 views

mdvfunes.com/...no-you-should-not-do-ds106

ds106 uncertainty mooc rhizomatic rhizo14

shared by Jaap Bosman on 28 Jan 14 - No Cached
  • What have you changed you mind about recently and why?
  • the greater the tension, the greater is the potential. Great energy springs from a correspondingly great tension of opposites
  • DS106 subscribes to what Cormier calls ‘community as curriculum’
  • ...5 more annotations...
  • depending on one’s pedagogical position, one can argue about feasibility and validity of knowledge created within a community
  • Yes, it takes a particular kind of learner to engage with the mythology of DS106 and understand that the learning is in the engagement.
  • The psychology of creativity involves a great deal and as the new self appointed DS106 Headless Shrink I hope to bring some of that capability into the collective.
  • Some see this interactional pattern and have accused DS106 of being cult. I
  • [but] the vast majority of the rest of them will just keep blindly following one superprofessor messiah after another, thinking that they’re learning something important about life when in fact what they’re really doing is helping the enemies of higher education keep more people from ever becoming enlightened at all. ‘
  • Jaap Bosman on 28 Jan 14
     
    the real headless mooc
Vanessa Vaile

Ma Bali FB thread: Rhizo14 Research - 0 views

www.facebook.com/...265395230286261

#rhizo14 rhizome community interaction FB thread

shared by Vanessa Vaile on 25 Jan 14 - No Cached
  • Vanessa Vaile on 25 Jan 14
     
    "Anyone interested in doing research about the different forms of community interaction and its effects on learning in ‪#‎rhizo14‬? How would we go about that? (I assume it has been done for other cMOOCs but this could take a rhizomatic angle)."
Cris Crissman

Identities -- TED Radio Hour : NPR - 0 views

www.npr.org/...ted-radio-hour

ted identity

shared by Cris Crissman on 23 Feb 14 - No Cached
  • Cris Crissman on 23 Feb 14
     
    "Imagination is bigger than identity." --- Elif Shafak, novelist Look at identity and cultural belonging. Connection to community learning?
Cris Crissman

Media Rhizome: How Voice Can Transform a Composition « Kevin's Meandering Mind - 0 views

dogtrax.edublogs.org/...ce-can-transform-a-composition

media voice composition

shared by Cris Crissman on 21 Feb 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 21 Feb 14
     
    Beautiful example of community learning with many-to-many creating together!
Cris Crissman

The Joy and Rhizomes Poem | Rhonda Jessen.comRhonda Jessen.com - 0 views

rhondajessen.com/?p=4662#comment-2195

poem rhizomes

shared by Cris Crissman on 21 Feb 14 - No Cached
  • Cris Crissman on 21 Feb 14
     
    Rhonda waxes poetic about rhizomes and time to learn.
Scott Johnson

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

reforma.fen.uchile.cl/...ironment%20-%20Puntambekar.pdf

scaffolding explanation communication rhizo14

shared by Scott Johnson on 19 Mar 14 - No Cached
  • Scott Johnson on 19 Mar 14
     
    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."
Vanessa Vaile

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

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

power ethics boundaries PFR #rhizo14

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

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

dogtrax.edublogs.org/...-complexities-of-collaboration

shared by Kevin Hodgson on 26 Apr 15 - No Cached
  • important artifact of content
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      This makes the radioplay an object
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      Yes. Right? Right.
  • a bit of mayhem.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      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 on 26 Apr 15
       
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Then he should land here, too, unsteady in the subject/object just like you were and all of us were. Yes?
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Talk about rhizomatic.  Annotation is the mycellium/hyphae of rhizomatic learning
  • ...6 more annotations...
  • something to represent our relationship as friends and colleagues and collaborators.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Or something beyond them, transcending them, entering into new realms.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      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
      Terry Elliott on 26 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      What? No little boohoo violin?
  • My aim as editor was to help nurture into place a radio play
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      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
      Terry Elliott on 26 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      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
      Terry Elliott on 26 Apr 15
       
      What is the dif b/t rhizomatic collab and non-rhizo collab?  
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
  • 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 on 26 Apr 15
       
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      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
      Terry Elliott on 26 Apr 15
       
Kevin Hodgson

Careertography - 1 views

careertography.tumblr.com/...the-rhizomatic-careers-centre

shared by Kevin Hodgson on 20 Apr 15 - No Cached
  • decentralise people’s attention and (interestingly) to allow multiple viewpoints (even disagreements)
  • In a rhizomatic museum, visitors can add meaning to exhibitions
  • we need to think of new ways to engage with students and make them active participants in their career thinking.
  • ...7 more annotations...
  • we need to break through this cultural baggage earlier. Changing our own culture in order to allow student voices to have an equal value to our own could be part of this.
  • moving out of our own space to meet students in theirs. The rhizome cannot be contained
  • In a recent post about learning spaces, Peter Bryant makes the point that learning occurs where people happen to be
  • Wherever “people congregate and share”
  • shift from a transactional to connections model
  • help students make their own connections, create their own career knowledge and take their own lines of flight
  • In a rhizomatic careers centre, however, there should be a way for students to add their own knowledge to these. Interactive workshops/discussions in the centre (rather than in a separate space) based around the displays? Giving space for students to add their own observations and comments within the display or to create their own? In this sense, the displays need to ask questions rather than present facts. They should stimulate discussion.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      This would be more inclusive, more interactive, more meaningful, right?
  • Vanessa Vaile on 20 Apr 15
     
    "What would a rhizomatic careers centre look like?"
Terry Elliott

touches of sense...: Doodling in Latin... - 1 views

tachesdesens.blogspot.com/...doodling-in-latin.html

shared by Terry Elliott on 16 Apr 15 - No Cached
  • I just couldn't be bothered.
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      I was bothered. I never rose above it.  I stepped outside of it as soon as I finally understood my abuser.
  • I am the one at the back that the teacher gives stern looks to.
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      I was a good boy.  I liked school.  I memorized my catechism.  I pleased my parents and my teachers.
  • I am the archetypal distracted student.
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      I paid attention.
  • ...13 more annotations...
  • This class has got nothing to do with me.
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      I know better.  You are obsessed with the rhizomatic meme.  I am, too. Not that I get it.
  • left me feeling a little frustrated
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      left me feeling...a bit manipulated again by that teacher who does that fucking Socratic thing.
  • subjectives
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      gotta love a word like 'subject' that is itself a placeholder nothing turned into an even vaguer noun and whose first meaning it to be submissive, subjugated, quite literally sub-jected.
  • lump of concrete just under the surface
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      Many rhizomes are serious disrespecters of the concrete, irony that.  Bamboo--irreconcileable with any other plant.  Johnson grass--unless eaten back by my sheep, will run rampant.  And that doesn't even get at kudzu.  Rhizomes are in the dark and partake of the dark.  Don't ever forget.
  • I chose three posts which marked me from the first days of rhizo15:
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      Of note: I wrote a post today before I read this that explored 3 ways of looking at 1 walk:  http://rhetcompnow.com/tools/one-walk-three-ways/
  • "Ethics in MOOCS: the Two Four Ten or so Commandments of #rhizo15" 
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      Not sure I want to be told what not to be (raptor, troll) and what to be (swarm).  Isn't ethical action an exercise of will and choice?  Perhaps I need to learn to be in the swarm or maybe the swarm can be just as unethical?
  • uses language
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      "unique as a fingerprint, and impeded upon by the scars we have collected throughout our coarses and courses and curses"--I love this because of the word 'impeded' literally to shackle the feet. In this case I see experience as shackle.  Too true and poetic as all 'get-out'.
  • exudes energy in her writing
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      "Those who can meander freely through such a course as #rhizo15, whether it be maze-like or cloud-like or layers-deep or miles-wide, should consider this choice, this freedom, this perquisite of economy and culture and opportunity as an entryway into possibility."  This is the work of more than just facility, this is flexing and breathing and working repetition to serve a larger purpose--that of pointing to the nature of contingency in the world of free agent.  We open the doors of adjacency one after the other and here she points to our agency as a working through and through mazes and more mazes. Sweet metaphor.
  • one of the games that I prefer.
    • Terry Elliott
      Terry Elliott on 16 Apr 15
  • Dejected
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      dejected, ppl. a. (dɪˈdʒɛktɪd)  [f. deject v.]  1.1 lit. Thrown or cast down, overthrown. arch.     1682 Wheler Journ. Greece vi. 427 Buried in the Rubbish of its dejected Roof and Walls.    1881 H. James Portr. Lady xxvi, Looking at her dejected pillar. b.1.b Allowed to hang down.     1809 Heber Passage of Red Sea 12 The mute swain‥With arms enfolded, and dejected head. c.1.c Of the eyes: Downcast.     1600 [see 3 b].    1663 Cowley Pindar. Odes, Brutus ii, If with dejected Eye In standing Pools we seek the Sky.    1715-20 Pope Iliad ix. 626 With humble mien and with dejected eyes Constant they follow where Injustice flies. d.1.d Her. Cast down, bent downwards; as dejected embowed, embowed with the head downwards.     1889 Elvin Dict. Her., Dejected, cast down, as a garb dejected or dejectant. †2.2 Lowered in estate, condition, or character; abased, humbled, lowly. Obs.     1605 Shakes. Lear iv. i. 3 The lowest and most deiected thing of Fortune.    1641 Milton Reform. ii. (1851) 71 The basest, the lowermost, the most dejected‥downe-trodden Vassals of Perdition.    a 1680 Butler Rem. (1759) II. 14 Able to reach from the highest Arrogance to the meanest, and most dejected Submissions.    1721 [see dejectedness]. 3.3 Depressed in spirits, downcast, disheartened, low-spirited.     1581 Marbeck Bk. of Notes 115 So that he was deiected and compelled to weepe for very many, which had fallen.    1608-11 Bp. Hall Medit. & Vows i. §39, I marvell not that a wicked man is‥so dejected, when hee feeles sicknes.    1667 Pepys Diary (1879) IV. 369 Never were people so dejected as they are in the City.    1793 Cowper Lett. 8 Sept., I am cheerful on paper sometimes, when I am absolutely the most dejected of all creatures.    1835 Lytton Rienzi x. viii, Thus are we fools of Fortune;-to-day glad-to-morrow dejected! b.3.b transf. (Of the visage, behaviour, etc.
  • Adjacent
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      adjacent, a. and n. (əˈdʒeɪsənt)  [ad. L. adjacent-em pr. pple. of adjacē-re to lie near; f. ad to + jacē-re to lie. Cf. Fr. adjacent, 16th c. in Littré.]  A.A adj.  1.A.1 Lying near or close (to); adjoining; contiguous, bordering. (Not necessarily touching, though this is by no means precluded.) adjacent angles, the angles which one straight line makes with another upon which it stands. Also fig. in Logic of nearness in resemblance.     c 1430 Lydg. Bochas v. xiii. (1554) 132 a, There wer two cuntries therto adiacent.    1509 Barclay Ship of Fooles (1570) 104 [He] warred on other realmes adiacent.    1606 Shakes. Ant. & Cl. ii. ii. 218 A strange inuisible perfume hits the sense Of the adiacent Wharfes.    1663 Gerbier Counsel 6 The Houses adjacent, and those which are opposite.    1745 De Foe Eng. Tradesm. XI. xxxiv. 72 Those parts of Essex, Surrey, and Kent, which lie adjacent to London.    1789-96 J. Morse Amer. Geog. I. 302 The adjacent inhabitants had assembled in arms.    1827 Hutton Course of Math. I. 317 The sum of the two adjacent angles dac and dab is equal to two right angles.    1846 Mill Logic iii. xxi. §4 (1868) II. 108 With a reasonable degree of extension to adjacent cases.    1860 Tyndall Glaciers i. §2. 20 Furnishing ourselves with provisions at the adjacent inn. †B.B n. That which is adjacent, or lies next to anything; an adjoining part; a neighbour. Obs.     1610 Healey St. Aug., City of God 721 The LXX rather expressed the adjacents, then the place it selfe.    1635 Shelford Disc. 220 (T.) He hath no adjacent, no equal, no corrival.    1725 De Foe Voy. round World (1840) 224 The whole place and its adjacents.
  • Conject
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
      I would go on but nobody is going to read these OED references.
  • Rhizomatic learning in rhizo15 is about making connections.
Vanessa Vaile

The Art of Perception - 0 views

www.utne.com/...the-art-of-perception.aspx

art perception rhizo15 rhizowhatever rhizource

shared by Vanessa Vaile on 20 Apr 15 - No Cached
  • Vanessa Vaile on 20 Apr 15
     
    "Can the power of art change the way you do your job and see the world around you? Countless law-enforcement officials, medical professionals and business executives across the country are learning to sharpen their observation, perception and communication skills from an unorthodox teacher.  "The Art of Perception," is a groundbreaking, museum-based seminar using fine art analytical methods to strengthen general observation skills. Founder Amy Herman created the program over 12 years ago while working at the Frick Collection in New York City. She intended to enhance medical students' observation skills with patients.  "
Vanessa Vaile

cheating on cheating, make a list? - 5 views

OK then make a free association list w/o categories, or put them on separate 3x5 cards and shuffle the deck -- or use a random generating program. According to Judge Dee, there is no such thing as ...

rhizome cheating

started by Jaap Bosman on 15 Jan 14 4 follow-ups, last by Vanessa Vaile on 16 Jan 14
Vanessa Vaile

Twitter / VCVaile: ‏@Cris2B If #DLMOOC metaphor ... - 0 views

twitter.com/...426865785068199936

metaphor rhizomatic learning #rhizo14 rhizome tree CelticTree image art myth

shared by Vanessa Vaile on 25 Jan 14 - No Cached
  • Vanessa Vaile on 25 Jan 14
     
    @Cris2B If #DLMOOC metaphor is #tree & #rhizo14 is #rhizome…what happens if you combine them? #CelticTree 
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