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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.
Vanessa Vaile

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

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • exchange of information between open and closed spaces
  • Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help
  • the ‘closed’ space of Facebook, only visible to one of the 1.3 billion members of Facebook
  • ...36 more annotations...
  • Facebook is not completely open from the outside but doesn’t seem very closed
  • 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.
  • 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
  • Ethical dilemmas
  • How do we behave around here?
  • 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.”
  • a number of people (significantly less than the full 240 ish membership) regard the group as a semi-private backchannel
  • 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.
  • 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
  • What does sharing mean within and beyond the rhizo14 community?
  • 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
  • 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
  • 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
  • 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
  • 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
  • The data arrangements
  • my wish not to be quoted was incompatible with the publicy of the document
  • Discussion of Agency
  • 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
  • ome participants seem to assume there is a ‘common decency’ approach to the use of ‘open’ information
  • unwarranted assumption of community
  • technology as ‘moral agent’ where permissions and constraints on agency can be coded into a system
  • hard rules, hard boundaries can be explained in help pages and observed in action
  • rules can be overcome by human agency.
  • Some Tentative Conclusions
  • 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
  • benefits in clarifying use of information, utterances, multimedia in practice
  • the more open the use and sharing of information, the more important it is to clarify how we expect that information to be used
  • unclear use in the above extract from Help of the words
  • I would have benefited from a clearer statement of expectations and behaviours in rhizo14
  • discussion on how we behave around rhizo14
  • digital literacies are a moving target
  • communication in open spaces is tricky, we need flexible repair strategies
  • 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
  • the issue of who can use the information in the auto-ethnography
  • “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).
  • Vanessa Vaile on 17 Jun 14
     
    "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."
  • Vanessa Vaile on 17 Jun 14
     
    "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."
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
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?
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.
Heli Nurmi

Wanna do a cMOOC? | doublemirror - 5 views

mdvfunes.com/...wanna-do-a-cmooc

shared by Heli Nurmi on 20 Mar 14 - No Cached
  • Matthias Melcher – he made it so easy to follow everyone’s blogs
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      That was a huge contribution Matthias made to help tie Rhizo14 together. Although later in the course, when it became impossible for me to keep up with all the blog posts, I opted for the narrower conversation on Facebook as my link - even that subset exceeded my capacity
  • power is not due to the technology or its design, but to the actual people involved
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      strongly agree - although the ds106 assignment bank is an outstanding design element
  • 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.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This helps understand the author's perspective. Not everyone in an open online course shares that life-setup. Many are trying to squeeze learning into the varying cracks between other overlapping committments.
  • ...15 more annotations...
  • So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      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.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree with you that Dave is defferent from S.D. and rhizo should be described with Dave's terms
  • If my need for inclusion had been high, then I think I would have felt excluded from what some called Rhizo14FB.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This again gives us insight into the writer's perspective. It is a valid attitude, but important to recognize. Consciously looking through the same lens will keep a reader who experienced Rhizo14 differently from too easily dismissing parts of the critique that do not resonate with herm.
  • 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;
  • batting the ideas back and forth in order to win the game.
  • 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.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      After listening to Dave Cormier, I have to challenge this assumption. What I hear from him suggests that Dave is very much aware that he is still trying to find out what "works".
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I thought that rhizo14 was Dave's first try to facilitate a MOOC his first own experiment
  • diversity was managed out through a group dynamic that excluded what the majority did not approve
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree = saw this happen, all norms are not written, they can be strong without it
  • I did not see much by way of supporting the importance of diversity in action rather than theory.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      very true in my eyes too
  • people left and may have been silenced by a vocal minority
  • gossiping about other participants
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      and this still praised as a good strategy - a year after the end of the studies
  • but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      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.
    • anonymous
      anonymous on 21 Mar 14
       
      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 :)
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
  • what he created with CCK08
  • own work in self-managed learning
  • I recognise this clearly from my
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I recognise this too and this reminds the storming phase of group process. You must be strong as a facilitator to receive all the complaints. It is a normal phase as long as education is in movement
  • You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      you said that better than I could, thanks
  • to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I belong to this group
Scott Johnson

Theoretical foundations of learning environments first ed / edited by David H. Jonassen... - 2 views

learngen.org/...S_OF_LEARNING_ENVIRONMENTS.pdf

rhizo14 theory learning student-centered

shared by Scott Johnson on 25 Mar 14 - No Cached
  • Scott Johnson on 25 Mar 14
     
    Second Edition (2012) available from Routledge Preface This book is about the learning theories that provide the foundation for the design and development of open-ended learning environments (defined in Chap. 1). During the 1990s, we have witnessed a convergence of learning theories never before encountered. These contemporary learning theories are based on substantively different ontologies and epistemologies than were traditional objectivist foundations for instructional design. This book is intended to provide an introduction to the theoretical foundations for these new learning environments for instructional designers, curriculum specialists, mathematics and science educators, learning psychologists, and anyone else interested in the theoretical state of the art. Edited April 8/14 by Scott J. Dropped the chapter list and replaced with a sample from the section on self-directed learners: Self-Directed Learning and Self-Regulation Theory Chapter 11 Learning Communities: Theoretical Foundations for Making Connections Janette R. Hill "As indicated throughout this chapter, learning is "strongly influenced by setting, social interaction, and individual beliefs, knowledge, and attitudes" (Dierking, 1991, p.4). This is particularly important to keep in mind while turning attention to the individual within the learning community. While there is often a focus on the collective that is the learning community, individuals are the foundation that enable the community to form. Two theories can help guide our understanding of how to support learners within the context of a learning community: self-regulated and self-directed learning. Self-regulation encompasses a variety of individual characteristics, including self-efficacy, motivation and metacognitive skills. Each characteristic has been studied to various extents (see, for example, Lim & Kim, 2003; Oliver & Shaw, 2003; Song & Hill, 2009), with the majority of the studies indicating that all
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.
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

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.
Cris Crissman

Is books making us stupid? behind the curtain of #rhizo14 | Dave's Educational Blog - 0 views

davecormier.com/...-behind-the-curtain-of-rhizo14

books making stupid dave blog downes

shared by Cris Crissman on 08 Feb 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 08 Feb 14
     
    Stephen Downes' comments in OLDaily, Feb. 7 Is books making us stupid? behind the curtain of #rhizo14 Dave Cormier, Dave's Educational Blog, February 6, 2014 This post actually provides a good overview of the first few weeks of the Rhizomatic Learning course, exploring as it does a set of "challenges" posed by Dave Cormier: Cheating as learning Enforcing independence Embracing uncertainty Is books making us stupid I can certainly be frustrated by some of this sort of discussion - when people express concerns, for example, about "enforcing independence" my reaction is that they just don't know what those words mean. And in another post I've raised some questions about some of the more nebulous aspects of this approach to learning. But I see value in these discussions. And questioning the authority of the book is certainly something I support.
Vanessa Vaile

Deleuze and Guattari, "Rhizome" annotation by Dan Clinton - 0 views

csmt.uchicago.edu/...deleuzerhizome.htm

rhizome deleuze rhizo14 #rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • Vanessa Vaile on 17 Jun 14
     
    "Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "
  • Vanessa Vaile on 17 Jun 14
     
    "Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "
  • Vanessa Vaile on 17 Jun 14
     
    "Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "
Vanessa Vaile

Communications & Society: Sliding Out through Rhizo14 - 1 views

idst-2215.blogspot.ca/...iding-out-through-rhizo14.html

blog-post rhizo14 rhizomatic learner community boundaries #rhizo14

shared by Vanessa Vaile on 26 May 14 - No Cached
  • Vanessa Vaile on 26 May 14
     
    from the blog support ingKeith Hamon's explorations of the rhizome.  "I'm sliding outwards, across the boundaries and just in time. One of the most important results of Rhizo14 for me has been my connection to educational thinkers outside of North America and Western Europe, the West. In a series of articles for Hybrid Pedagogy, Maha Bali (Egypt) and Shyam Sharma (originally Nepal, now in New York, USA) tackle the issue of working with and speaking to the privileged West from a non-Western context. I had an epiphany when I read that Westerners and non-Westerners "do not talk the same language." I think Maha and Shyam are correct. We don't. Even the way I just wrote that-Westerners and non-Westerners-privileges the West, makes the West the touchstone, renders everything else as Other. I don't do it on purpose, but I do it none-the-less. "
  • Vanessa Vaile on 17 Jun 14
     
    from the blog support ingKeith Hamon's explorations of the rhizome.  "I'm sliding outwards, across the boundaries and just in time. One of the most important results of Rhizo14 for me has been my connection to educational thinkers outside of North America and Western Europe, the West. In a series of articles for Hybrid Pedagogy, Maha Bali (Egypt) and Shyam Sharma (originally Nepal, now in New York, USA) tackle the issue of working with and speaking to the privileged West from a non-Western context. I had an epiphany when I read that Westerners and non-Westerners "do not talk the same language." I think Maha and Shyam are correct. We don't. Even the way I just wrote that-Westerners and non-Westerners-privileges the West, makes the West the touchstone, renders everything else as Other. I don't do it on purpose, but I do it none-the-less. "
Vanessa Vaile

Communications & Society: Prepositions as the Rhizomatic Heart of Writing - 0 views

idst-2215.blogspot.com/...ns-as-rhizomatic-heart-of.html

communications rhizo14 rhizomatic learning blog-post prepositions syntax language use autoethnography

shared by Vanessa Vaile on 05 Sep 14 - No Cached
  • conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'-
  • linguistic keys to understanding human interactions."
  • independently code the entries in the auto-ethnography, and then compare our codings
  • ...15 more annotations...
  • I had an intuition that prepositions, and prepositional-like elements, might be the linguistic engines that power the rhizome in language.
  • rhizomes are first about connections
  • At its deepest level, the rhizome itself is all possible and potential connections
  • Language is one of the core tools we use to map our worlds and to create patterns
  • prepositions as stage directors
  • Simon Ensor sent me an article about ecological psychology on Wikipedia.
  • Terry Elliot wrote a post GOODBYE, CLASSROOM. HELLO, CONNECTION JUKEBOX. that claims we are all "a magnificent and unique filter for the world
  • Then, two people mentioned their attention shifting from nouns to verbs, Frances Bell in a comment on Maha Bali's wonderful post Network vs community – cc #rhizo14 autoethnog and Aaron Davis's post PLN, a Verb or a Noun?
  • Simon Ensor writes in his post Spacetimecontinuum
  • In more prosaic terms: how do prepositions drive the emergence of a sentence into meaning?
  • cognitive linguistics
  • George Lakoff
  • polysemy (many possible meanings for a given word)
  • They could mean multiple things at the same time. They violate Aristotle's principle of the excluded third.
  • This is very much like elementary particles
  • Vanessa Vaile on 05 Sep 14
     
    "I never expected to be writing about prepositions, but it's the approach I've decided to take with the Rhizo14 auto-ethnography, so I want to sketch what I think I'm doing and why and how I'm doing it. This is a preliminary sketch, so expect abrupt turns of the page and new, emergent directions. In rhizomatic terms, expect lots of deterritorializations and reterritorializations. If you've ever heard the ruffle and rush of a covey of quail scattering in the cold, steel-blue dawn, then you're ready. I became interested in the rhizomatic potential of prepositions after reading the conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'--an argument for considering prepositions, rather than the conventionally emphasized verbs and substantives, as the linguistic keys to understanding human interactions." "
simonwarren

It's amazing what happens over coffee: or deterritoralising the curriculum (a #rhizo15 ... - 7 views

worriedteacher.wordpress.com/...comment-page-1

rhizo15

shared by simonwarren on 17 Apr 15 - No Cached
  • coffee
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I am drinking coffee as I read this ... sort of drink symmetry going on right now ....
  • my first full academic year in the job
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I am curious if this newness is freeing or is it constricting? Can you try new things or are you expected to toe the line? I suppose it depends on the "boss man" in charge.
    • simonwarren
      simonwarren on 17 Apr 15
       
      Well, a mixture really.  It is 'my' course but that doesn't mean it is always viewed that way by those upstairs - this is a very small unit and can be claustrophobic at times.  Dealing with a bit of a culture of talking the talk but not necessarily walking the walk.  If you get what I mean.  It depends how assertive I wish to be.
  • My recent engagement with digital scholarship and #connectedlearning has propelled me to consider other options, and to think about how I might hack my own course, hybridise it.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This is the heart of all this connected work ... how do we bring our explorations of learning in online spaces and adventures back into the classroom (unless you teach online courses, of course).
  • ...8 more annotations...
  • sets of resources organised around difficult ideas
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I like this phrasing and the idea here ... of shifting the learning, as long as you don't focus on the tool/technology but on the learnings elements. Sometimes, the tech drives the learning, not the other way around. We want our students to have agency of exploration in their learning.
    • simonwarren
      simonwarren on 17 Apr 15
       
      This year we used the closed box of the institutional VLE to do some of this work but I want to push this further by using more open platforms and ask participants to find their own materials. The assessment will have to be tweaked to facilitate this.
  • have shorter workshops that model many of the ideas we promote
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This might up the engagement factor. I think a few folks from Connected Courses are tinkering with collective design of curriculum, right? Of allowing students to have a say in the learning. This is what Dave is doing with us. I think.
    • simonwarren
      simonwarren on 17 Apr 15
       
      The 'time' allocated to 'teaching' sessions is driven by the Bologna process (Tuning in N.America) and 'European Credit and Accumulation Transfer System' which usually gets reduced to 'time on task' rather than learning.  We can play with this though
  • Emergent objectives could become points for reflecting on what the course should be dealing with, what the difficult ideas and issues are, and therefore the content required.
  • I am after all a final arbiter, the one who, institutionally, is responsible for assessment
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Always a struggle, no matter the age of student (says the sixth grade teacher).
  • working with the play of smooth and striated space.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Thanks for the deep thinking ...
  • Also, could we introduce aspects of peer review?
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      I always like peer review
  • @davecormier
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      It was me actually :)
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

Reading Writing Responding: PLN, a Verb or a Noun? - 1 views

readingwritingresponding.blogspot.com.au/...pln-verb-or-noun.html

pln rhizo14

shared by Vanessa Vaile on 05 Sep 14 - No Cached
  • +Alec Couros' simple suggestion made during an interview with the +Ed Tech Crew that everything can be a resource online.
  • So often we limit ourselves by seeing PLN's as something made - contained and organised - rather than something continually evolving, changing growing and adapting.
  • s I have suggested previously,  PLN's often form themselves organically. PLN's are rhizomic. There is no central root system. There is only one connection leading to another.
  • ...17 more annotations...
  • everyone in our lives has a point of knowledge to share, if recognised
  • Solutions for today can so often be found in adapting and extending ideas from the past.
  • A part of this is limiting ourselves by failing to recognise the connections in our lives and what they may have to offer.
  • One way in which we restrict these connections is by deciding what it is we want to know, before we have even asked the question.
  • Sometimes the best answers I get from my PLN are from those who I didn't expect.
  • everyone does have an opinion and something to add to the discussion. In my view, education is much better from incorporating wider range of voices and perspectives
  • post about mandated technology in schools. Guhlin calls for a infinite plurality
  • rather than collective uniformity, where everyone does this or uses that
  • a plurality of diversity that builds relationships among diverse partners to achieve common goals
  • plurality in regards to PLN, it is about capturing a range of perspectives
  • a PLN is that it is not something that we build, rather a PLN is something that we grow and nurture.
  • There are a number of ways in which a PLN can be nurtured. This includes engaging in dialogue, posting comments, as well as sharing ideas and resources.
  • the most important thing that we can do, whether it be in person or online, is to listen and simply be there
  • Connecting is a Mindset, not just a Thing Done
  • How are you sharing this with others?
  • In the end, you don't measure the success of a blog by the amount of hits it gets
  • Being connected is a mindset, a way of being and a way of doing, not something static, that is a thing done and complete
  • Vanessa Vaile on 05 Sep 14
     
    "everything can be a resource online. By approaching resources in this way, our understanding moves away from being an actual object, lets say a textbook, to a resource as being a way of seeing something. In this sense, a resource stops being a noun, something named, ordered and categorised, and instead becomes a verb, a way of approaching something, interpreting it, questioning it. In much the same way, PLNs can be thought of in much the same way. "
Vanessa Vaile

Steven Lukes: Power (overview of four approaches) - 0 views

stevenlukes.files.wordpress.com/...2-power-for-encyclopedia.pdf

#rhizo14 collaboration group dynamics

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • Vanessa Vaile on 17 Jun 14
     
    'Power' in its most generic sense simply means the capacity to bring about significant effects: to effect changes or prevent them. The effects of social and political power will be those that are of significance to people's lives. When these effects of power are such as to affect people's interests adversely we speak of power being held or exercised over them - and the social scientist's quest is to try to reveal what this involves. There are other ways of identifying social and political power: for instance, as collective power to achieve shared goals (as when people co-operate to promote a cause or pursue a campaign), or as positive or beneficent power, where power serves others' interests "
  • Vanessa Vaile on 17 Jun 14
     
    'Power' in its most generic sense simply means the capacity to bring about significant effects: to effect changes or prevent them. The effects of social and political power will be those that are of significance to people's lives. When these effects of power are such as to affect people's interests adversely we speak of power being held or exercised over them - and the social scientist's quest is to try to reveal what this involves. There are other ways of identifying social and political power: for instance, as collective power to achieve shared goals (as when people co-operate to promote a cause or pursue a campaign), or as positive or beneficent power, where power serves others' interests "
Terry Elliott

touches of sense...: From mobs to communities. - 1 views

tachesdesens.blogspot.fr/...from-mobs-to-communities.html

shared by Terry Elliott on 01 Feb 14 - No Cached
  • Beautiful, terrifying mob
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I love the visualization. Part of its charm is in realizing that it is a snapshot, a 2D slice of the body of #rhizo14. In a way it is the smoke from the fire and the wake from the ship, not the fire and not the ship. I am only vaguely aware of the 4D presence that is the growing tip and the blooming buzzing perfusion that is the felt whole of #rhizo14.
  • We will be long gone in the ether and without a care in their world.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      Paradox. A finitude (#rhizo14) creates an infinitude (something greater than #rhizo14 that is only partly glimpsed in Hawksey's visualization.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I am reminded of the story here: The nun Wu Jincang asked the Sixth Patriach Huineng, "I have studied the Mahaparinirvana sutra for many years, yet there are many areas i do not quite understand. Please enlighten me." The patriach responded, "I am illiterate. Please read out the characters to me and perhaps I will be able to explain the meaning." Said the nun, "You cannot even recognize the characters. How are you able then to understand the meaning?" "Truth has nothing to do with words. Truth can be likened to the bright moon in the sky. Words, in this case, can be likened to a finger. The finger can point to the moon's location. However, the finger is not the moon. To look at the moon, it is necessary to gaze beyond the finger, right?"
  • Chaos is a lure for gaze but hard to digest.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      Chaos is too big to eat. I say swim in it like a fish, breath it, do the full catastrophe in it. Grow in it.
  • ...3 more annotations...
  • God we need fun, what more is there? God we need poetry, when they only give us time for prose.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I am so glad that you get this. I wrote a post recently that was a short video of a glass of water overflowing in my sink. I put it on YouTube and then shared it via Vialogues so that others could just play with it. Jenny M commented that she didn't get it. There wasn't really anything to get, but it was kind of her to play along. We are homo ludens.
  • #Rhizo14 is carnival.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I love the idea of Carnivale.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I think we can view the visualization as part of carnivale and your post as part of it. It doesn't really end if we continue to act with the idea of it in our heart. Carnivale is an irruption of life. Your post is an irruption, conscious and alive and aware. There is a larger Carnivale.
  • We are not all maggots.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      Yet in the end we are all food for the maggots. In the end our word and ideas and memes are the wakes from our ships. So be it. Let the maggots dance!
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
       
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