Group items tagged

Founded in 1986, the Center for Studies in Oral Tradition stands as a national and international focus for interdisciplinary research and scholarship on the world's oral traditions. Our long-term mission is to facilitate communication across disciplinary boundaries by creating linkages among specialists in different fields. Through our various activities we try to foster conversations and exchanges about oral tradition that would not otherwise take place. CSOT publications include the journal Oral Tradition (http://www.oraltradition.org/ot/, 1986-) and three series of books: the Albert Bates Lord Studies in Oral Tradition (1987-96; 17 volumes); Voices in Performance and Text (1995-97; 3 volumes); and, Poetics of Orality and Literacy (2 volumes to date; 2004-). CSOT projects include: ISSOT, International Society for Studies in Oral Tradition, http://issot.org/, and The Pathways Project, http://www.pathwaysproject.org/ Pathways

46:48 "It's funny: in our courses we say "There is no content." The content is the message that one person says to another. And that's not the important thing. The important thing is the totality of all the messages whether it's the official content or not. The content, we call it the McGuffin. And it's the thing that brings the people together, because they're interested in that subject. You know, they gather around you know like people stare at an accident where the accident is a thing not everybody wants to go to but it attracts. 47:35 The McGuffin is a concept that comes from Alfred Hitchcock. It's the thing in a movie that all the plot evolves around. And it can be anything at all. In the Maltese Falcon, the Mcguffin is the falcon, the statue of the falcon. In The Birds, it's birds. In The Treasure of the Sierra Madre it's the treasure. There's always a map with an X on it and, it's funny, it does not matter what it is because what's interesting about the movie isn't what everybody's chasing after. It's what they do during the chase. It's how they interact with each other, it's what we learn about their characters, about what motivates them. 48:22 So, the content of a course is just a plot device to get people together, to communicate, to interact, to take part in this common exercise. And in this common exercise our connection between each other and our connections inside ourselves will be exercised, will be increased, augmented, developed -- and we learn. "

"Subsequently, the presence of electronic media for creating, distributing and communicating information, knowledge and meaning has grown more widely and more dramatically than perhaps even he could have foreseen. Within this context, I want to try to stitch together a few concepts, perspectives and examples with which I am more or less familiar and perhaps update the core implication of McLuhan's famous phrase."

"What would a rhizomatic careers centre look like?"

The highlight in the article makes me wonder where the power to learn rhizomatically comes from in the classroom. We can tell students to empower themselves but they can't "move, think, or act without you."

This is a very short description of D.M.s intentions with 'cheating' Ethics and cheating are connected, you should not keep them apart.

2005 article on Nomads

"The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."

"The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."

hazards of group work

range of #rhizo14 ties ➜ ⬆diverse complexity HT @joseluisserrano: "Coherent communities" « @catherinecronin http://t.co/llAmCQoCOw

range of #rhizo14 ties ➜ ⬆diverse complexity HT @joseluisserrano: "Coherent communities" « @catherinecronin http://t.co/llAmCQoCOw

"We often use these words interchangeably, but they represent fundamentally different ways of contributing to a group and each comes with its own dynamics and power structures that shape groups in different ways …"

"We often use these words interchangeably, but they represent fundamentally different ways of contributing to a group and each comes with its own dynamics and power structures that shape groups in different ways …"

Some remarks on cheating as a strategy. Hacking as cheating and cheating as gain an advantage. Cheating as removing the limitations of convention.

a way to view the rhizome of rhizomatic learning, type your word and see it grow

Process and tool for mapping the interactions in a Facebook group. Helpful to SEE the exchange of ideas and knowledge. TAGSExplorer does this for Twitter (http://hawksey.info/tagsexplorer/).

Teachers of cyber security use "cheating" to challenge students' assumptions

I'd been thinking about Kobayashi Maru

Nonacs proves the value of "flipping the test" is to stimulate new ways to perceive and solve problems with what's been learned rather than regurgitate what teacher expects.

then there was the story about the L.A. school district students getting iPads that were supposed to keep them on the school site and course resources... the students promptly hacked their iPads and let themselves out on the net