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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

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?
Jaap Bosman

An Open Letter to My Students - Hybrid Pedagogy - 2 views

www.hybridpedagogy.com/...open-letter-students

more than teaching

shared by Jaap Bosman on 17 Jan 14 - No Cached
  • Though these are not part of the course content, do not appear on the syllabus, and will not be assessed, they are more important than the course content.
  • Education is training for life, not just a career, and certainly not just a job upon graduation.
  • Jaap Bosman on 17 Jan 14
     
    About teaching and learning to be rather than learning to know. You could open this link and highlight annotate this paper with us. You need to download a little app for that: see https://www.diigo.com/tools
  • Jaap Bosman on 17 Jan 14
     
    to annotate and highlight.
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.
wayupnorth

An Affinity for Asynchronous Learning - Hybrid Pedagogy - 2 views

www.hybridpedagogy.com/...affinity-asynchronous-learning

shared by wayupnorth on 18 Mar 14 - No Cached
  • the possibilities afforded by the new medium
    • wayupnorth
      wayupnorth on 18 Mar 14
       
      This is difficult to imagine for someone who has not experienced the richness of an asynchronous online learning community - and equally difficult to explain TO someone who has not.
  • enormous potential when it works well
    • wayupnorth
      wayupnorth on 18 Mar 14
       
      It only needs to work well a few times. In my experience, the ocasional live interaction does a great deal to "cement" the relationships already formed in asynchrous spaces.
Kevin Hodgson

Writing the Unreadable Untext - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...writing-the-unreadable-untext

rhizo15 rhizo14 rhizomatic

shared by Kevin Hodgson on 04 Jun 15 - No Cached
  • First, most MOOC research has not brought the connectivist experience to life for readers who have not experienced the rhizomatic swarm of open, online, connected learning.
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