collaborative autoethnography
Communications & Society: Sliding Out through Rhizo14 - 1 views
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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. "
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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. "
The literature on CAE (Collaborative Autoethnography) Reflecting Allowed | Reflecting A... - 0 views
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Mainly this article (Geist-Martin et al) and this book (Chang et al)
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plans to read this open access book on (non-collaborative) autoethnography
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Insoumis. - Hybrid Pedagogy - 1 views
An Open Letter to My Students - Hybrid Pedagogy - 2 views
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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.
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Education is training for life, not just a career, and certainly not just a job upon graduation.
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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
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to annotate and highlight.
Down the Rabbit Hole | Exploring Digital Culture - 0 views
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“the reader is invited to move among plateaux in any order.”
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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.
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A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo. (Deleuze & Guattari, A Thousand Plateaus. P. 25)
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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.
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forever in flux.
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An Affinity for Asynchronous Learning - Hybrid Pedagogy - 2 views
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the possibilities afforded by the new medium
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enormous potential when it works well
Writing the Unreadable Untext - Hybrid Pedagogy - 0 views
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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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