Rhizo 14: Emerging Ambiguities and Issues | Jenny Connected - 1 views
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"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."
Community learning - the zombie resurrection - 1 views
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from Dave's Educational Blog: "this course came back to life without a 'head' as it were. After my last goodbye was sent out to the participants, a week 7 popped up on the website. The participants continued the course, but without any 'teacher' filling the role as guide or decision maker. They continued on like this for another 6 weeks, and while activity is now only active in the facebook/twitter/gplus realm (that i know of), the communal learning process continues. The course (now called #rhizo14 by all involved) has refused to die. It has become that individual/community space that i was hoping for when the course started. People post ideas, challenges and thoughts and others bring their perspective to it… we learn, often in vastly different ways, from each interaction. And then this post shows up on the original P2PU course today -"
Keith Hamon - Google+ - 4 views
It's amazing what happens over coffee: or deterritoralising the curriculum (a #rhizo15 ... - 7 views
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coffee
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my first full academic year in the job
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I am curious if this newness is freeing or is it constricting? Can you try new things or are you expected to toe the line? I suppose it depends on the "boss man" in charge.
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Well, a mixture really. It is 'my' course but that doesn't mean it is always viewed that way by those upstairs - this is a very small unit and can be claustrophobic at times. Dealing with a bit of a culture of talking the talk but not necessarily walking the walk. If you get what I mean. It depends how assertive I wish to be.
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My recent engagement with digital scholarship and #connectedlearning has propelled me to consider other options, and to think about how I might hack my own course, hybridise it.
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Eat, Pray, MOOC | Flickr - Photo Sharing! - 1 views
messy thoughts by a rhizome #rhizo14 | Chrissi Nerantzi - 2 views
lastrefuge: #rhizo14 - week 2: Seeding independent learning: wrestling with writing - 0 views
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wrestling
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hat ‘fish out of water’ feeling that is the experience of so many non-traditional students in the traditional classroom.
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doing the MOOCs really reinforced the need to bring the human back into the physical classroom.
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Rhizomatic Learning - An unLearning Camp - 2 views
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Cathleen Nardi's Pinterest board for #rhizo14. Focus include links to posts and rhizome related links rather than primarily images of rhizomes (.e.g. rhizomes in nature). The page serves as a visual #rhizo14 aggregation I started a rhizome pinboard too but intend to focus more on images, including ones less course related one.
cathellis13 Post - 5 views
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Pingbacks:I found: http://uncontente.weebly.com/2/post/2014/01/bonus-but-not-yet.html http://jennymackness.wordpress.com/2014/01/23/the-community-is-the-curriculum-in-rhizo14/ http://nomadwarmachine.wordpress.com/2014/01/24/the-privilege-of-academia/ http://fearlesstech4teachers.wordpress.com/2014/01/25/a-jagged-little-pill/ http://x28newblog.wordpress.com/2014/01/25/d-g-and-connectivism/
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Communications & Society: Practical View of the Rhizome for #rhizo14 - 1 views
Rhizomatic learning: chaos, provocation and conflation #rhizo14 | Learningcreep - 2 views
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being a lifelong learner is something you just have to take on personally;
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Part of me disagrees vwehemently with this and part not so much. The disagree part says that lifelong learner is baked into the DNA. You don't have to take in 'on' because it is already 'in'. Another part of me says that we can devise algorithms for pursuing our own curiosity, we can take that task on personally.
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Chaos abounds
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independence isn’t the only stance to learning that they need – what about dependence and interdependence?
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Jaap's FB Thread: mooc anthro research, Rhizo14 - 0 views
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Mooc research, antrhopology study on a mooc as a tribe: new roles in the tribe; communication patterns; language used, neologisms; subgroups in the tribe; central and peripheral places; roles, rules and what ever. Might be the first anthro research on moocs and online communities ever. Participatory research, living among the natives is a accepted qualitative research method.
~ Stephen's Web - 0 views
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For #rhizo14 "This future wasn't created by the Bill Gates of the world. It was created by the Pete Seegers" via @oldaily
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I understand Downes' rhetorical purpose here, but I think that all of us are midwives to the emerging future otherwise we get trapped in paradigms like "the great man" theory of history. And I mean that literally--the paternal bias and the bias toward what are conceived of as "large" acts.
Five myths about Moocs | Opinion | Times Higher Education - 0 views
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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.
Books - them selfish creatures #rhizo14 | Little did I know... - 0 views
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every time you read it,
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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.
THE RHIZOME AS A FIELD OF BROKEN BONES - poetry - Margaret Randall - 0 views
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