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Vanessa Vaile

Between the By-Road and the Main Road: Curated Bibliography of Texts about Rhizomatc Le... - 1 views

maryannreilly.blogspot.fr/...bliography-of-texts-about.html

bibliography rhizo14 rhizomatic learning

shared by Vanessa Vaile on 04 Aug 14 - No Cached
  • Vanessa Vaile on 04 Aug 14
     
    "A few weeks ago a friend, Renee, from NH emailed me to ask if I would mentor her for her individualized learning portion of her dissertation. She attends Antioch University and is in the process of earning her PhD in Leadership and Change. I was of course thrilled to be a part of this venture especially as she is thinking about rhizomatic leadership which I am keen to think about and theorize alongside Renee. We will work together for the next 4 to 6 months. Below is the start to some readings we may well do (we'll see what surfaces). Thought I would share this curated list."
Jaap Bosman

Cheating and the new value of knowledge #rhizo14 | A Fine Balance - 1 views

flipperteach.com/...new-value-of-knowledge-rhizo14

cheating rhizo14

shared by Jaap Bosman on 19 Jan 14 - No Cached
  • what we have long taken to be essential to the structure of knowledge: a foundation.
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      Just a metaphor that is as capable of change as any other metaphor.
    • Jaap Bosman
      Jaap Bosman on 23 Jan 14
       
      knowledge never had a foundation,
  • copying what you love
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      Pretty compelling idea. One of the more compelling and accessible ways to learn and play at the same time is to copy. I supose that is why it is such a common practice in master/apprentice relationships.
  • But we also know that we make ourselves stupid when we restrict ourselves to tolerating only the mildest disruptions of our comfort.”
  • ...5 more annotations...
  • “in this world of abundance, knowledge is not a library but a playlist tuned to our present interests. It is not eternally truthful content but subject matter good enough for our current task. It is not a realm but a path that gets us where we’re going.”
    • Terry Elliott
      Terry Elliott on 20 Jan 14
       
      And we are walking the path together.
  • “educate our children from the earliest possible age about how to use the Net, how to evaluate knowledge claims, and how to love to difference.”
  • Now that the temple priests don’t control what we encounter” we need ”critical thinking skills more than ever”. 
  • The barriers that remain are not our technology’s but our own.
  • facts have played as the foundation of knowledge.”
Terry Elliott

Will · The Lazy Language of Learning - 0 views

willrichardson.com/...the-lazy-language-of-learning

shared by Terry Elliott on 09 May 15 - No Cached
  • I think Gary Stager gets it right:In the absence of a clear and publicly articulated vision for a school or district and a misguided quest for the holy grail of balance, the weeds will always kill the flowers. If you are a school leader with a coherent vision for educational progress, you must articulate your vision clearly and publicly so people will follow. Why make others guess what you want and stand for?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Critique of Dave Cormier's attitude in rhizomatic learning?
  • The elements that comprise this Gear include:Personalized Learning Student-Centered Learning Authentic, Deeper Learning 21st Century Skills College and Career Readiness Digital Citizenship Technology Skills Anywhere, Anytime Learning
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Do any of these bullets rise up from the folk, from the learner, from the community and the rhizome? Don't think so.  Could they?  Of course.  It all depends upon which end of the stick and which end you 'valorize'.
  • Are students learning our stuff (curriculum) or their stuff (interests)?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy? Objective or subjective?
  • ...6 more annotations...
  • Are we more concerned with them becoming learners or learned?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Content or no content.
  • Are teachers organizing the school experience or are students building it?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Dave or no Dave?
  • Do the technologies we give to kids transfer agency and increase freedom on the part of the student learner or do they just transfer our curriculum in digital form?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Old wine or old wine in new bottles or?
  • And, importantly, what does success look like, and how are they measured?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Count or no count or no account or ?
  • And these are important to ask and answer before we embark on any initiative that purports to “improve student learning.” 
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Answer these questions before you tell people to go on a rhizomatic snipe hunt?
  • not about doing things “better” but about looking at schools and classrooms and teachers fundamentally differently
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I believe that a radically different stance from a very different perch is necessary.  
Tania Sheko

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

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

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

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

rhizomatic learning | Viplav Baxi's Meanderings - 1 views

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

ifttt delicious diigo

shared by Terry Elliott on 02 Feb 14 - No Cached
  • Uncertainty exists in all forms of education and learning. It is not mostly celebrated. In fact, it is suppressed.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      Yes, this is exactly the point James Scott makes when he creates the binary of legible/illegible where the suppression of uncertainty is the definition of legibility.
  • It is even systematically constrained in other (non-traditional) environments, even informal ones at most times.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      I think you are pointing to the embodied and cognitive biases that are part of being a human being?
  • Not all certainties may be “good” or “appropriate”.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      I am thinking here of Nicolas Taleb's ultimate uncertainty, the unknown unknown, the Black Swan. I think that most suppression of uncertainty arises from the futile attempt to quell Black Swans and their evolutionary disruption.
  • ...2 more annotations...
  • democratizing uncertainty
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      Is democratizing uncertainty like trying to formalize the informal?
  • We shall also need to “prove” in many ways, that more “good” uncertainty in the system will impact social outcomes positively.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      Seems like predictability is worming its way into your discussion of uncertainty. Uncertainty is largely complex and unmanageable. Should we be focusing more on the processes and products that emerge from uncertainty? I don't think we can do a whole lot more than that, but I am certainly open to being informed more on this.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      Perhaps your last paragraph addresses obliquely what I asked above.
Cris Crissman

Five myths about Moocs | Opinion | Times Higher Education - 0 views

www.timeshighereducation.co.uk/...2010480.article

MOOC downes OLDaily Laurillard

shared by Cris Crissman on 14 Feb 14 - No Cached
  • Cris Crissman on 14 Feb 14
     
    I'll preface with Stephen Downes's commentary in Feb 14 OLDaily. His question about what kind of undergraduate degree is needed for today and the future and how we might best prepare students has #rhizo14 all over it ;-) This came out about a month ago but according to my logs I haven't mentioned here yet, so here goes. First, let me quote Laurillard's five myths: the idea that 'content is free' in education that students can support each other that Moocs solve the problem of expensive undergraduate education that MOOCs address educational scarcity in emerging economies that Education is a mass customer industry The essence of her criticism is that "a course format that copes with large numbers by relying on peer support and assessment is not an undergraduate education... it requires personalised guidance, which is simply not scalable in the same way." I think we both agree that MOOCs - even cMOOCs - are not an undergraduate education. The question, though, is broader. Is an undergraduate education what we need in order to meet the social and economic challenges of the day? If we started our students off differently, could they succeed in a technology-rich environment wihtout the need for so much personal attention and hand-holding? A lot rides on the answer to this question. And the MOOC - even the xMOOC - is an attempt to look at some possible answers.
Terry Elliott

Books - them selfish creatures #rhizo14 | Little did I know... - 0 views

clarissabezerra.com/...them-selfish-creatures-rhizo14

shared by Terry Elliott on 06 Feb 14 - No Cached
Vanessa Vaile liked it
  • every time you read it,
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      Not so much anymore--Goodreads, social reading of all kinds out there and more rising all the time.
  • it’s also about the making of the fire, the way the young ones distribute themselves around the circle, with maybe the older ones sitting right and left of the tribe elder, it’s what they eat or drink during the gathering, it’s what they wear, and maybe, most importantly, it’s the coarse voice of their elder, telling them their own story almost musically, the tempo of the words, one after the other, and the curious questions that the young ones might ask, generating an increased understanding of their tribal identity, of their unity as a group – a network of people.
Kevin Hodgson

Teaching Beyond Tropes: Subjective-Learning Subjugated-Objectives Subversive-Subjunctives - 5 views

teachingbeyondtropes.blogspot.com/...ctive-learning-subjugated.html

rhizo15

shared by Kevin Hodgson on 16 Apr 15 - No Cached
Vanessa Vaile liked it
  • Subjective-Learning Subjugated-Objectives Subversive-Subjunctives
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      I am feeling a bit like this is some lost text from a Dr. Seuss book for college students.
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Nice
  • Subjective
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      I am glad Susan brought this definition up. I was going to search it out. The "subjective reality" hits a nerve with me. I am thinking of not just my own bias but what I bring to the table and intend to take away from the table. I am an active participant.
  • subvert or overthrow, destroy, or undermine
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      Pretty strong language here .. I am thinking how the remix culture might be considered subversive in this context, using a different (subjective) view to understand a learning environment.
  • ...7 more annotations...
  • These include statements about one's state of mind, such as opinion, belief, purpose, intention, or desire.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      Thank you for this. Here is the crux of how I think about subjective thinking ... tossed into the subjunctive salad bowl. Or have I been mistaken in my own beliefs about what subjective is?
  • how our "design" is experienced by any one learner is as unique as a fingerprint, and impeded upon by the scars we have collected throughout our coarses and courses and curses.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      For good and for bad .... it could be that we are shaped by the positive energy and the positive experiences. I am thinking of being part of networks liked CLMOOC and DS106 and Connected Courses ... those shape my expectations of what a course should look like these days.
  • entryway into possibility.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      Great phrase embedded in a deep paragraph .... We should get this tattooed on our web/head.
  • ridden like a wild bronco while you laugh maniacally.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      I am tempted to make a comic with this line .... Yeehaw!
  • Click here for your summative assessment. 
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      OMG. I had a ball with this. I think I failed. I think I passed. I think I succeeded. I think I thought .... "Thank God, I have people like Susan to lead me astray."
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      This line between subjective and objective is both intriguing and confusing (for me, anyway). This post by Susan really helped clarify some of the ideas. My annotations are my way of interacting with her text.
  • Revised Bloom's Taxonomy
  • Vanessa Vaile on 16 Apr 15
     
    Kevin, I've been doing the subjective learning thing on my own for a very, very long time. Not coming to Vance Steven's multiliteracies, connectivist moocs or any open online courses as a "practicing" academic or educator (except in free range, heutagogical sense), I start with making my own subjectivity alignment -- if only to feel at least somewhat less the total outlier. Besides, isn't all learning is idiosyncratic and subjective?
Terry Elliott

Independent Thinking in an Age of Conformity « Kevin's Meandering Mind - 0 views

dogtrax.edublogs.org/...comment-page-1

shared by Terry Elliott on 22 Jan 14 - No Cached
  • . We’ve drummed out their curiosity for fear of failure, and we are all to blame.
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      I think they are still curious, just not in the school context. I compare it to code switching only what happens is that our 'good' students get very strategic and realize that every minute of class is an extrinsic good. Why waste precious intrinsic, will power on the likes of that? Now, out of school, we get so many examples of the intrinsic game, that infinite play and flow we are seeking.
wayupnorth

we don't need no thought control: the deep grammar of schooling | the theoryblog - 0 views

theory.cribchronicles.com/...-the-deep-grammar-of-schooling

education

shared by wayupnorth on 05 Feb 14 - No Cached
  • a constant filtering that exhausts us
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      Exhausting to be sure My filtering dilemma: To get a broad perspective I have to read more than I can budget timewise, but if I filter by Rheingold, Cormier, Downes etc, I get only that perspective.
  • desire for trusted channels
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      It's not that difficult picking some channels (people?) and starting there. Those will connect to other channels one begins to trust. The rhizome grows and pretty soon one is back to overload.
  • those channels tend to be corporate or institutional hierarchies
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      Lucky me who discovered MOOCs before our institution caught on to providing channels
  • ...5 more annotations...
  • what would (or do) YOU do in a classroom full of people with devices
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      I teach a small adult literacy class and provide connected devices for each of them. I encourage them to use social media, help them to create Google and Facebook accounts if they don't have one. At least they are reading and writing authentically if not gramatically. Yes, it is a distraction, especially when I think we need some whole-class activity. I have not found THE ANSWER to balancing power and independence. But we have some wonderfully illuninating moments. See my blogpost about my own serendipitous encounter with Pink Floyd http://www.wayupnorth.ca/blog/2013/01/14/something-weird/
  • without new ways to conceptualize the work of learning, we end up replicating top-down power and knowledge structures
  • filtering and prioritizing
  • We are skilled
  • but our culture is not giving us the meta-literacies to recognize and value and utilize those skills
  • wayupnorth on 05 Feb 14
     
    Bonnie Stewart on new ways of thinking about education
Jaap Bosman

Rhizomatic learning | Learning Research & Change Methods - 0 views

changemethods.wordpress.com/...rhizomatic-learning

rhizome deleuze classroom

shared by Jaap Bosman on 12 Jan 14 - No Cached
  • Jaap Bosman on 12 Jan 14
     
    This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze's conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics.
Cris Crissman

Three Pounds of Neurons | Virtually Foolproof - 2 views

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

rhizo14 cheating nonacs rhizome mooc

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

Hacking Four Corners « Kevin's Meandering Mind - 0 views

dogtrax.edublogs.org/...hacking-four-corners

shared by Terry Elliott on 19 Jan 14 - No Cached
  • our morning meeting
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      The operative word is 'our'--rooting the class in tribal consciousness.  Growing a network of connections-known and unknown--in a emergent ecosystem.
  • Responsive Classroom
  • some of the activities start getting a little old, so I encourage my students to mess around with the rules once we’ve learned them and hack the activities as they see fit
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      This fits in beautifully with the discussion of cheating  this week in #rhizo14.  Fake/make/hack/unmake--seems like the normal pattern of mastery.  Once you have mastered the rules it seems as if one of the unwritten rules is to break them in order to see if they are still worth following.  Cheating is stress testing the system.  Seems almost biological.
    • Jaap Bosman
      Jaap Bosman on 19 Jan 14
       
      Always try to touch and watch what happens, all children do it, could be biology indeed. Trying to see what would happen if we do this?
  • ...1 more annotation...
  • new terrain
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      New terrain = common ground of play = ground rules?
Cris Crissman

Teaching in the Age of Uncertainty « Kevin's Meandering Mind - 2 views

dogtrax.edublogs.org/...hing-in-the-age-of-uncertainty

uncertainty

shared by Cris Crissman on 30 Jan 14 - No Cached
  • Cris Crissman on 30 Jan 14
     
    Kevin uses chapter book Frindle, story of student's campaign to add new word to dictionary, to reflect on the uncertainty of the future and what his students will need to know and be able to do to be successful.
Vanessa Vaile

rhizome (plant anatomy) -- Encyclopedia Britannica - 0 views

www.britannica.com/...rhizome

#rhizo14 botany rhizome plant

shared by Vanessa Vaile on 24 Jan 14 - No Cached
  • Vanessa Vaile on 24 Jan 14
     
    "rhizome,  in botany, horizontal, underground plant stem capable of producing the shoot and root systems of a new plant. This capability allows the parent plant to propagate vegetatively (asexually) and also enables a plant to perennate (survive an annual unfavourable season) underground. In some plants (e.g., water lilies, many ferns and forest herbs), the rhizome is the only stem of the plant. In such cases, only the leaves and flowers are readily visible."
Cris Crissman

The Perils of Standardized Testing: 6 Ways It Harms Learning - InformED - 0 views

www.opencolleges.edu.au/...perils-of-standardized-testing

testing authentic Goole Oxygen

shared by Cris Crissman on 04 Feb 14 - No Cached
  • Cris Crissman on 04 Feb 14
     
    "Don't the standards of the classroom prepare us for the standards of the real world?" Thoughtful article making the real world and education connection/ Google Oxygen Study seems real breakthrough. Cathy Davidson says it was for her and it have made big difference in her teaching for more "productive, happily socially-engaged lives."
Cris Crissman

The medium is the message? | Hit the balloon and comment - 0 views

connectiv.wordpress.com/...the-medium-is-the-message

medium message downes jaap

shared by Cris Crissman on 08 Feb 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 08 Feb 14
     
    Downes's comments in OLDaily, Feb 7: The medium is the message? Jaap Bosman, Hit the balloon, comment, February 6, 2014 Icon "Language needs a medium," said Jaap Bosman. By contrast, to me, language is a medium. "Learning depends on language, the medium (books, blogs) of the language restricts or benefits the learning," he writes. To me, language is only one of the many media we could use to support learning. Becominbg literate in the 21st century means recognizing that literacy applies far beyond language; it's a way of understanding the world.
Terry Elliott

touches of sense...: Educare. - 1 views

tachesdesens.blogspot.fr/...educare.html

shared by Terry Elliott on 10 May 15 - No Cached
  • a 'felt presence'
  • "Teacher as naturalist". 
    • Terry Elliott
      Terry Elliott on 10 May 15
       
      I am a Naturalist-in-Training at Bernheim Forest and we call ourselves 'interpreters'--we are pass throughs I suppose.
  • authentic embodiment of a role at an instant.
    • Terry Elliott
      Terry Elliott on 10 May 15
       
      Improvisation?
  • ...3 more annotations...
  • role of the 'rhizomatic teacher' is to enable the learner not to drown,
    • Terry Elliott
      Terry Elliott on 10 May 15
       
      So the role of the rhizomatic learner is to not drown?
  • MC or a master of ceremonies.
    • Terry Elliott
      Terry Elliott on 10 May 15
       
      Catalysis - Wikipedia, the free encyclopedia
  • The walls were always only virtual even if they were made of, and were considered, concrete.
    • Terry Elliott
      Terry Elliott on 10 May 15
       
      The fourth wall: permeable AND solid. I choose permeable like the hyphae on a rhizome.
wayupnorth

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

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

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

Rhizo 14: Emerging Ambiguities and Issues | Jenny Connected - 1 views

jennymackness.wordpress.com/...merging-ambiguities-and-issues

#rhizo14

shared by Vanessa Vaile on 28 Jun 14 - No Cached
  • Vanessa Vaile on 28 Jun 14
     
    "This is the fourth and final post in a series which outlines the thinking and planning Frances Bell and Jenny Mackness have been doing in preparation for our presentation - The Rhizome as a Metaphor for Teaching and Learning in a MOOC - for the ALTMOOCSIG conference on Friday 27th June. The first post was - The Rhizome as a Metaphor for Teaching and Learning in a MOOC The second post was - Making Sense of the Rhizome Metaphor for Teaching and Learning The third post was - Principles of Rhizomatic Thinking This final post will cover some of the issues that are emerging from our research data."
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