Group items tagged

open scientific publications

"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."

"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."

NOTE: comments by Terry on YouTube page -- he also made a vialogue of the video, https://vialogues.com/vialogues/play/4430 Published on May 21, 2012: In this RSA Animate, Manuel Lima explores the power of network visualisation to help navigate our complex modern world. Taken from a lecture given by Manuel Lima as part of the RSA's free public events programme. Listen to the full talk: http://www.thersa.org/events/audio-and-past-events/2011/the-power-of-networks-knowledge-in-an-age-of-infinite-interconnectedness

Thoughts about the #Rhizo14 MOOC Research Project? INTRO BY MAHA: We can EACH have our own research agenda and work together to support each other in making it work for this course. This might mean four or five or ten different research questions led by different people, and supported by as many of us as are interested in the other's question. I see already we are on the path to a rhizomatic research approach that is not unidirectional and slightly chaotic but has such rich potential. This would hopefully result in different research projects and publications that each give a different perspective on rhizo14. A metaphor i like is "crystallization" - like a crystal, u can look at it and illuminate it from different angles and see totally different things. Would be beautiful to have this about #rhizo14.

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

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

I'd been thinking about Kobayashi Maru

"Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself." Postman's Fourth Law: "Almost nothing is about what you think it is about-including you."

I am somebody who like to go back to sources. Here is the original speech in case some of you may find it useful" http://aquadoc.typepad.com/files/bs_speech_postman-1.pdf

much thanks for the full article -- I like Postman and to go back to sources too

Yikes! Is that a tree on the Deeper Learning logo? See Lima's RSA on networked learning (rhizomatic metaphor) versus the tree metaphor

Take a look at the Celtic Tree of Life image that combines tree and rhizome, http://www.kelticdesigns.com/Media/WebLogos/TreeofLifeByJenDelythN.gif

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.

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

List of reflective questions about the educational experience to help students find themselves in the conscious role of student / partner in their education. >"Jane Pizzolato writes that "if students were self-authored, they would be more likely to choose majors that were appropriate and interesting to them, engage in critical thinking about their choices, and develop healthy relationships with diverse others" (2008, 19). Becoming self-authored requires transformational learning that helps students "learn to negotiate and act on [their] own purposes, values, feelings, and meanings rather than those [they] have uncritically assimilated from others" (Mezirow 2000, 8)."< Additional information http://www.liberalarts.wabash.edu/ And here: http://www.changemag.org/Archives/Back%20Issues/2013/March-April%202013/wabash_full.html

There has been a model for this in Empire State College for 40 years. Individuals design their own degree programs with a mentor and are able to apply for credit for life experience. It has worked extremely well for the majority of the people who have obtained their bachelor's degrees in this manner The model was initially developed by Ernest Boyer: http://iwansyahril.blogspot.com/2010/12/reflection-on-ernest-l-boyers-article.html http://en.wikipedia.org/wiki/Empire_State_College the scholarship of the educator and the integration of knowledge and practice are important: http://www.esc.edu/media/ocgr/publications-presentations/Boyer-Revisited-3-21-2011.pdf note the section on Mentoring and Uneasy Scholarliness in the previous document