How We can Unlearn our Old Patterns to Relearn for a More Engaged, Successful, Fruitful, Productive, Humane, Happy, Beautiful, and Socially-Conscious Life.
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shared by Vanessa Vaile on 25 Jan 14
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Jaap's FB Thread: mooc anthro research, Rhizo14 - 0 views
www.facebook.com/...266071306885320
#rhizo14 rhizome community interaction FB thread digital culture research Jaap anthropology MOOC tribes
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Mooc research, antrhopology study on a mooc as a tribe: new roles in the tribe; communication patterns; language used, neologisms; subgroups in the tribe; central and peripheral places; roles, rules and what ever. Might be the first anthro research on moocs and online communities ever. Participatory research, living among the natives is a accepted qualitative research method.
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10 Things I've Learned (So Far) from Making a Meta-MOOC - 0 views
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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
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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.
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Rhizo14 MOOC Research Storm - Ma Bali, Google Drive - 1 views
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Thoughts about the #Rhizo14 MOOC Research Project? INTRO BY MAHA: We can EACH have our own research agenda and work together to support each other in making it work for this course. This might mean four or five or ten different research questions led by different people, and supported by as many of us as are interested in the other's question. I see already we are on the path to a rhizomatic research approach that is not unidirectional and slightly chaotic but has such rich potential. This would hopefully result in different research projects and publications that each give a different perspective on rhizo14. A metaphor i like is "crystallization" - like a crystal, u can look at it and illuminate it from different angles and see totally different things. Would be beautiful to have this about #rhizo14.
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When Meta-MOOC Meets Wiki: Transforming Higher Education - #FutureEd - Blogs - The Chro... - 1 views
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shared by Vanessa Vaile on 17 Jun 14
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Ethics and soft boundaries between Facebook groups and other web services | ... - 0 views
francesbell.wordpress.com/...-groups-and-other-web-services
#PFR ethics facebook groups web services blog-post social media #rhizo14 group dynamics
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Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help
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anyone who has the link to an open Facebook group post or comment, can share it inside or outside Facebook, and it can be opened by any Facebook (not just group) member.
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participants who are not Facebook members are excluded from sight of posts in the Facebook group, whilst a very large number of Facebook members who have never heard of rhizo14 could check it out if you sent them the link
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The rhizo14 MOOC offers no explicit written norms, behavioural or otherwise, and the strapline for the FB group is “An attempt to create a feed for Rhizomatic Learning posts from around the web.”
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a number of people (significantly less than the full 240 ish membership) regard the group as a semi-private backchannel
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The implicit norms on lurking in the FB group are to some extent discernible, but the norms on other behaviours sometimes seem to be taken as read by some active members of the group.
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Teachers and moderators can model ethical behaviour, and communities usually engage with norm-building online where misunderstanding is not uncommon. Overt moderation and norm-building activities have been generally absent from rhizo14 in general and the FB group in particular
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A lot of sharing goes on at rhizo14, and there is a sense that openness is a value of rhizo14. The remix culture has been very evident in rhizo14, and creativity and remix
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Communities of Practice literature and others have identified the importance of the boundary in the propagation of knowledge. The facility for stuff and people to cross boundaries presents great opportunities, but with these come tricky questions of how we share and what we do with what is shared
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A great set of ‘rules’ that has helped sharing is Creative Commons Licenses, not always enforceable but signifying intent in a sharing and use context
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A dilemma presented by research data sharing is current at rhizo14 FB group, and raises, for me at any rate, some very interesting issues about how we do Open Research
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the issue of ethics of use of open/closed data for research purposes in rhizo14 at the time it became clear that a group doing auto-ethnography, and a group of which I am a part were both doing research around rhizo14
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sharing our ethical stance with others can help our moral agency within a network of human and technical agents. I am not thinking of a set of rules but rather our expectations and ethical stance that we could share with other moral agents
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ome participants seem to assume there is a ‘common decency’ approach to the use of ‘open’ information
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An important element of the digital moral agent’s backpack to complement their ethical literacy is the digital literacy of having an active understanding of the ethical and other implications of using a digital space/service for communication
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the more open the use and sharing of information, the more important it is to clarify how we expect that information to be used
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state our expectations and promote discussion of expectations within a group as starting point, then we may be able to minimise but not eliminate problems
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“when you engage online in equally public settings such as on someone’s Facebook Wall, the conversation is public by default, private through effort.” (boyd, danah. 2010. “Making Sense of Privacy and Publicity.” SXSW. Austin, Texas, March 13).
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"As part of a MOOC on rhizomatic learning that performs itself in many different spaces (Facebook, P2PU, G+, Twitter and others), I am a member of an 'open' Facebook group. It is endlessly fascinating, and has given me a lot of scope for reflection about back channels and the exchange of information between open and closed spaces. Of course, I say that as if a space could be categorised as open or closed: it's often a lot more complicated than that, acted out by technical aspects of the space and by the agency of the people who interact there. Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help."
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"As part of a MOOC on rhizomatic learning that performs itself in many different spaces (Facebook, P2PU, G+, Twitter and others), I am a member of an 'open' Facebook group. It is endlessly fascinating, and has given me a lot of scope for reflection about back channels and the exchange of information between open and closed spaces. Of course, I say that as if a space could be categorised as open or closed: it's often a lot more complicated than that, acted out by technical aspects of the space and by the agency of the people who interact there. Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help."
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Wanna do a cMOOC? | doublemirror - 5 views
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Matthias Melcher – he made it so easy to follow everyone’s blogs
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power is not due to the technology or its design, but to the actual people involved
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So, when I did DS106 as a course for the first time in 2013, life was already set up in such a way that I could give it my full attention.
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So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
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I have a great deal of respect for Stephen, and enjoyed his talk at Vlaencia (referenced in this blog) immensely. It seemed to me though, that he was explaining a landscape rather than prescribing a recipe for a MOOC. Might it be better to examine Rhizo14 in light of what Dave Cormier says about it, rather than force it to be scrutinized through the lens of questions raised by Steven Downes' lecture? Dave Cormier at MIT "MOOCs as a selfish enterprise" https://www.youtube.com/watch?v=Smt8lsPU_Mo If any "making one" objective(s) existed in Rhizo14, it(they) would be very subjective. Dave says he threw a party to see if anyone would come. I certainly participated as part of my process of "becoming", but without conciously adding "...one of X". I just know by experience that by "hanging out" with groups like this, I am able to do interesting things in teaching that I had not deliberately set out to learn (and I borrow that articulation from Dave Cormier), so from time to time I keep engaging with communities and courses that interest me. Some others have expressed or evidenced more clearly defined objectives - academic research, webtool development, and building a PLN are some examples.
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I agree with you that Dave is defferent from S.D. and rhizo should be described with Dave's terms
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If my need for inclusion had been high, then I think I would have felt excluded from what some called Rhizo14FB.
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They did what humans do so well in new situations: gather in their tribes and by definition exclude those not in their tribe, or try to ‘convince’ those outside ‘it’ to join it;
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The design of Rhizo14, I have to assume, is the current state of what Dave as an educational technologist believes works for massive open online courses.
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diversity was managed out through a group dynamic that excluded what the majority did not approve
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I did not see much by way of supporting the importance of diversity in action rather than theory.
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gossiping about other participants
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but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
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This critique of Rhizo14 accuses it of not producing what it was not intended to produce. Seems a bit like criticizing an alligator because, while it has great hide, it makes an unsatisfactory mount since it was never intended to be a horse. I understand the author's dissatisfaction with the course. Rhizo14 neither met expectations nor satisfied any personal objectives. A dissenting opinion eloquently expressed is very valuable. The underlying tone of the post, however, carries a distinctly subjective disapproval or dismissal of anyone who has received satisfaction in their own experience in Rhizo14. The author speaks repeatedly of observing attempts to silence or marginalize those who did not buy into the opinions of the majority. Yet the author engages in a similar tactic against possible critics.
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I hope that after my comment on my blog this feeling has eased in you. I absolutely did not intend to disapprove or dismiss any individual. I disagree with some of the choices made in design and educator intervention precisely because I feel they closed down the possibility of having a space where multiple perspective could be held openly without the need for filtering through an agree/disagree frame. This led to people who we could all have learnt from leaving and I was sad about this. Also - just for clarity I was not at all dissatisfied with the course. It was set up as an experiment and I love experiments. I was dissatisfied with our human inability create more silence and space for listening and the compulsive drive to talk. Nick put it beautifully in his blog: "that kind of dialogue. It is a way of being that one has to learn, but seems to me to be integral to what we might call "deep" learnign. The word retreat is interesting, one of the first pre-requisites of that dialogue is to shut up and listen. Online you are largely characterised by the noise you make, the text you generate. Silence online transmutes to a lack of presence, and described as "lurking". Lurk has too many negative associations to be reframed. But we do have the right to remain silent! Another issue, as you observe, is that dialogue is not transactional, but online interaction does very often seem to devolve to that kind of behaviour…" http://avisodemiranda.wordpress.com/2014/02/14/marram-grass/ I chose to create the space I needed for learning and this may be meant I chose 'no intervention' when intervention may have benefitted us all. I need to take time to reflect on this. I will leave it here for now, let's see if this is a space for us to engage before I spend any more time here :)
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Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
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I recognise this clearly from my
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You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
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to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
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Rhizo 14: Emerging Ambiguities and Issues | Jenny Connected - 1 views
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"This is the fourth and final post in a series which outlines the thinking and planning Frances Bell and Jenny Mackness have been doing in preparation for our presentation - The Rhizome as a Metaphor for Teaching and Learning in a MOOC - for the ALTMOOCSIG conference on Friday 27th June. The first post was - The Rhizome as a Metaphor for Teaching and Learning in a MOOC The second post was - Making Sense of the Rhizome Metaphor for Teaching and Learning The third post was - Principles of Rhizomatic Thinking This final post will cover some of the issues that are emerging from our research data."
A 'starter' bibliography on MOOCs - 2 views
Freire, MOOCs and Pedagogy of the Oppressed | Jenny Connected - 1 views
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No! You should not do DS106 | doublemirror - 0 views
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the greater the tension, the greater is the potential. Great energy springs from a correspondingly great tension of opposites
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depending on one’s pedagogical position, one can argue about feasibility and validity of knowledge created within a community
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Yes, it takes a particular kind of learner to engage with the mythology of DS106 and understand that the learning is in the engagement.
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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.
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[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. ‘
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Help stamp out nouns! (with images, tweets) · mdvfunes · Storify - 1 views
Do Profs Own Their Own MOOCs? A Halftime Report from #FutureEd | HASTAC - 0 views
www.hastac.org/...moocs-halftime-report-futureed
social media elearning education rhizome rhizo14 #rhizo14 MOOC networks #FutureEd
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What Is Being Learned From MOOCs? New Report Takes Stock - Wired Campus - Blogs - The C... - 0 views
Communications & Society: Ethics for MOOCs: Imagination - 0 views
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Eat, Pray, MOOC | Flickr - Photo Sharing! - 1 views
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6 Teaching Ideas Inspired by MOOCs | Reflecting Allowed - 0 views
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"Spec"-tacular: Going Beyond the Rubric (The Makes, the TIONS, the Promises) | Amy's MO... - 0 views
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lastrefuge: #rhizo14 - week 2: Seeding independent learning: wrestling with writing - 0 views
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wrestling
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hat ‘fish out of water’ feeling that is the experience of so many non-traditional students in the traditional classroom.
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doing the MOOCs really reinforced the need to bring the human back into the physical classroom.
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role plays and simulations in the trad ‘lecture’ time really helped this to happen.
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the classes definitely FEEL different
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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/
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using creative techniques: drawing, collage, poetry… to help us all to think differently
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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!