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Vanessa Vaile

Rhizo 14: Emerging Ambiguities and Issues | Jenny Connected - 1 views

jennymackness.wordpress.com/...merging-ambiguities-and-issues

#rhizo14

shared by Vanessa Vaile on 28 Jun 14 - No Cached
  • Vanessa Vaile on 28 Jun 14
     
    "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."
Vanessa Vaile

Community learning - the zombie resurrection - 1 views

davecormier.com/...arning-the-zombie-resurrection

blog-post zombie resurrection rhizo14 rhizomatic learning rhizomatic learner community Dave Cormier

shared by Vanessa Vaile on 26 May 14 - No Cached
  • Vanessa Vaile on 26 May 14
     
    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 -"
Cris Crissman

Keith Hamon - Google+ - 4 views

plus.google.com/...104859443445357943633

rhizo14

shared by Cris Crissman on 09 Apr 14 - No Cached
  • Cris Crissman on 09 Apr 14
     
    Keith's Google Plus page for Rhizo14
simonwarren

It's amazing what happens over coffee: or deterritoralising the curriculum (a #rhizo15 ... - 7 views

worriedteacher.wordpress.com/...comment-page-1

rhizo15

shared by simonwarren on 17 Apr 15 - No Cached
  • coffee
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I am drinking coffee as I read this ... sort of drink symmetry going on right now ....
  • my first full academic year in the job
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      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.
    • simonwarren
      simonwarren on 17 Apr 15
       
      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.
  • 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.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This is the heart of all this connected work ... how do we bring our explorations of learning in online spaces and adventures back into the classroom (unless you teach online courses, of course).
  • ...8 more annotations...
  • sets of resources organised around difficult ideas
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I like this phrasing and the idea here ... of shifting the learning, as long as you don't focus on the tool/technology but on the learnings elements. Sometimes, the tech drives the learning, not the other way around. We want our students to have agency of exploration in their learning.
    • simonwarren
      simonwarren on 17 Apr 15
       
      This year we used the closed box of the institutional VLE to do some of this work but I want to push this further by using more open platforms and ask participants to find their own materials. The assessment will have to be tweaked to facilitate this.
  • have shorter workshops that model many of the ideas we promote
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This might up the engagement factor. I think a few folks from Connected Courses are tinkering with collective design of curriculum, right? Of allowing students to have a say in the learning. This is what Dave is doing with us. I think.
    • simonwarren
      simonwarren on 17 Apr 15
       
      The 'time' allocated to 'teaching' sessions is driven by the Bologna process (Tuning in N.America) and 'European Credit and Accumulation Transfer System' which usually gets reduced to 'time on task' rather than learning.  We can play with this though
  • Emergent objectives could become points for reflecting on what the course should be dealing with, what the difficult ideas and issues are, and therefore the content required.
  • I am after all a final arbiter, the one who, institutionally, is responsible for assessment
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Always a struggle, no matter the age of student (says the sixth grade teacher).
  • working with the play of smooth and striated space.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Thanks for the deep thinking ...
  • Also, could we introduce aspects of peer review?
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      I always like peer review
  • @davecormier
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      It was me actually :)
Jaap Bosman

Google Drive Folder View Link rhizo15_community_activities - 3 views

drive.google.com/folderview

#rhizo15

shared by Jaap Bosman on 17 Apr 15 - No Cached
  • Jaap Bosman on 17 Apr 15
     
    Google drive #rhizo15 activity
Cris Crissman

Eat, Pray, MOOC | Flickr - Photo Sharing! - 1 views

www.flickr.com/...12063074034

Siemens MOOC ds106 THC

shared by Cris Crissman on 21 Jan 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 21 Jan 14
     
    So I kinda got sidetracked from #rhizo14 by #ds106 Daily Create
Jaap Bosman

messy thoughts by a rhizome #rhizo14 | Chrissi Nerantzi - 2 views

chrissinerantzi.wordpress.com/...thoughts-by-a-rhizome-rhizo14

shared by Jaap Bosman on 19 Jan 14 - No Cached
  • Jaap Bosman on 19 Jan 14
     
    Chrissi would love comments on this blogpost.
Terry Elliott

lastrefuge: #rhizo14 - week 2: Seeding independent learning: wrestling with writing - 0 views

lastrefugelmu.blogspot.co.uk/...eek-2-seeding-independent.html

shared by Terry Elliott on 25 Jan 14 - No Cached
Vanessa Vaile liked it
  • wrestling
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      When I taught high school and middle school I was reminded of how I felt after wrestling practice when I was in high school myself. Totally drained in the body.
  • hat ‘fish out of water’ feeling that is the experience of so many non-traditional students in the traditional classroom.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Also felt by teachers in those classrooms.
  • doing the MOOCs really reinforced the need to bring the human back into the physical classroom.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      I find that I drop out of MOOC s that do not have this humanity and do not have opportunities to bond.
  • ...5 more annotations...
  • role plays and simulations in the trad ‘lecture’ time really helped this to happen.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Inspiring me to sponsor some academic play at the beginning of every classroom. So....what does academic play look like?
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      It looks like any other kind of play with flow and sharing and game boards and game pieces.
  • the classes definitely FEEL different
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      I think that without this feel there probably has been no learning. I often ask my students what learning feels like. When this embodied cognition, this snick of the tumblers in a lock feeling, is absent I daresay the reading and writing and academic research have not been integrated, intertwined with not only your own rhizomes but with other rhizomes. I have a post about this struggle here: http://impedagogy.com/wp/blog/2014/01/25/i-know-not-wtf-some-shallow-arboreal-learnage/
  • using creative techniques: drawing, collage, poetry… to help us all to think differently
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Expanding the academic space. Yes. And expanding our idea of what constitutes play in that space. Inviting everyone in to play.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      blog, voice, transmedia, iteration, flow, joy, the feeling of climbing and the crossing the divide, failing and banishing fear from the space, playing the fool, online spaces--these are ways to play in an academic space.
  • It all feels too slow and painful. Anyway - once you have improved it a bit yourself - print all of that off - and bring it to the class on Wednesday. We can give you feedback and hopefully help you to the next step!
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      My struggle here is an institutional and structural one. How can we play when no matter what it is still my enforced independence, my assignment , my classroom?
carol yeager

Rhizomatic Learning - An unLearning Camp - 2 views

www.pinterest.com/...ic-learning-an-unlearning-camp

Pinterest mine learning rhizomatic networks education

shared by carol yeager on 24 Jan 14 - No Cached
  • Vanessa Vaile on 24 Jan 14
     
    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.
Matthias

cathellis13 Post - 5 views

cathellis13.blogspot.com/...some-thoughts-on-theory.html

#rhizo14

shared by Matthias on 26 Jan 14 - No Cached
Cris Crissman

Communications & Society: Practical View of the Rhizome for #rhizo14 - 1 views

idst-2215.blogspot.com/...ew-of-rhizome-for-rhizo14.html

Lima Hamon rhizomes bacteria

shared by Cris Crissman on 23 Jan 14 - No Cached
  • Cris Crissman on 23 Jan 14
     
    Really helpful post about the rhizome metaphor with outstanding RSA talk by Manuel Lima on networked learning. Encourages a new look at rhizomes and what might lead to diversity (you know they are clones). Bacteria?
Helen Crump

Rhizomatic learning: chaos, provocation and conflation #rhizo14 | Learningcreep - 2 views

learningcreep.wordpress.com/...comment-page-1

shared by Helen Crump on 28 Jan 14 - No Cached
  • being a lifelong learner is something you just have to take on personally;
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      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.
  • Chaos abounds
    • Helen Crump
      Helen Crump on 28 Jan 14
       
      messified - now that's a good word.
    • Terry Elliott
      Terry Elliott on 04 Feb 14
       
      Messy is the space between order and chaos. It is the interval where stuff gets done, usually where friction and energy and all things physical happen.
  • independence isn’t the only stance to learning that they need – what about dependence and interdependence?
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      enforced dependence, interdependence, and independence really puts the wind in my sails, but I am pretty sure I am not a good enough sailor to pull out all the sails. Add sail! That really shivers me timbers.
  • ...4 more annotations...
  • “taking responsibility” doesn’t come naturally
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      Perhaps it is repressed in traditional formal learning situations or it just doesn't make good, strategic sense to most learners where they are situated.
  • To permit “responsibility” and enable learners to assert their independence, it seems to me (and to a few others) that schools, or any formal learning context, would do well to not only encourage learners to pursue their passion, but to honour their unique experiences and to give them voice.
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      I might also add that we invite as well. Permission may be necessary as a pump primer but invitation is the force that drives the water up and out. If you think of it in terms of artesian wells then you have to admit that for most of us you have to drill down for the water. The springs are fewer and may often only be a little weep of water that has to be dammed up a bit in order to drink from it.
  • “we conflate learning and schooling”
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      And its specific corollary: we conflate learning with teaching.
  • it’s not about seeing learning more clearly
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      I tried to talk about this when I referenced James Scott's binary of legible/illegible. Like the quants on Wall Street and in the Department of Education, clarification entails filtering out the fines of complexity. Sometimes this is good--penicillin, for example. But it can lead to unintended consequences--a wider resistance to all antibiotics. Seeing more clearly often has to come from sitting in the vortex and waiting. The water might clear of its own accord.
  • Terry Elliott on 28 Jan 14
     
    "being a lifelong learner is something you just have to take on personally"
  • Helen Crump on 28 Jan 14
     
    "being a lifelong learner is something you just have to take on personally"
Vanessa Vaile

Jaap's FB Thread: mooc anthro research, Rhizo14 - 0 views

www.facebook.com/...266071306885320

#rhizo14 rhizome community interaction FB thread digital culture research Jaap anthropology MOOC tribes

shared by Vanessa Vaile on 25 Jan 14 - No Cached
  • Vanessa Vaile on 25 Jan 14
     
    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.
Cris Crissman

~ Stephen's Web - 0 views

www.downes.ca/61708

future schooling

shared by Cris Crissman on 30 Jan 14 - No Cached
  • Cris Crissman on 30 Jan 14
     
    For #rhizo14 "This future wasn't created by the Bill Gates of the world. It was created by the Pete Seegers" via @oldaily
  • Terry Elliott on 04 Feb 14
     
    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.
Cris Crissman

Five myths about Moocs | Opinion | Times Higher Education - 0 views

www.timeshighereducation.co.uk/...2010480.article

MOOC downes OLDaily Laurillard

shared by Cris Crissman on 14 Feb 14 - No Cached
  • Cris Crissman on 14 Feb 14
     
    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.
Terry Elliott

Books - them selfish creatures #rhizo14 | Little did I know... - 0 views

clarissabezerra.com/...them-selfish-creatures-rhizo14

shared by Terry Elliott on 06 Feb 14 - No Cached
Vanessa Vaile liked it
  • every time you read it,
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      Not so much anymore--Goodreads, social reading of all kinds out there and more rising all the time.
  • 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.
Cris Crissman

Help stamp out nouns! (with images, tweets) · mdvfunes · Storify - 1 views

storify.com/...help-stamp-out-nouns

moocs conversation critical reflection power relationships

shared by Cris Crissman on 13 Feb 14 - No Cached
  • Cris Crissman on 13 Feb 14
     
    Dynamic critical reflection on #rhizo14 specifically and MOOCs in general. "Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself."
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