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Terry Elliott

Hacking Four Corners « Kevin's Meandering Mind - 0 views

dogtrax.edublogs.org/...hacking-four-corners

shared by Terry Elliott on 19 Jan 14 - No Cached
  • our morning meeting
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      The operative word is 'our'--rooting the class in tribal consciousness.  Growing a network of connections-known and unknown--in a emergent ecosystem.
  • Responsive Classroom
  • some of the activities start getting a little old, so I encourage my students to mess around with the rules once we’ve learned them and hack the activities as they see fit
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      This fits in beautifully with the discussion of cheating  this week in #rhizo14.  Fake/make/hack/unmake--seems like the normal pattern of mastery.  Once you have mastered the rules it seems as if one of the unwritten rules is to break them in order to see if they are still worth following.  Cheating is stress testing the system.  Seems almost biological.
    • Jaap Bosman
      Jaap Bosman on 19 Jan 14
       
      Always try to touch and watch what happens, all children do it, could be biology indeed. Trying to see what would happen if we do this?
  • ...1 more annotation...
  • new terrain
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      New terrain = common ground of play = ground rules?
Jaap Bosman

Academic Integrity and Cheating - 1 views

weber.ucsd.edu/...cheat.html

shared by Jaap Bosman on 20 Jan 14 - Cached
  • carol yeager on 20 Jan 14
     
    Ethics Cheating and the Academy; where might we find Ambiguity Innovation and Creativity?
  • Jaap Bosman on 20 Jan 14
     
    Introductionabout cheating, but the sources of images are not in the page, is that cheating? Rules and rules, all about assessment, not about learning?
Vanessa Vaile

Ethics and soft boundaries between Facebook groups  and other web services | ... - 0 views

francesbell.wordpress.com/...-groups-and-other-web-services

#PFR ethics facebook groups web services blog-post social media #rhizo14 group dynamics

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • exchange of information between open and closed spaces
  • Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help
  • the ‘closed’ space of Facebook, only visible to one of the 1.3 billion members of Facebook
  • ...36 more annotations...
  • Facebook is not completely open from the outside but doesn’t seem very closed
  • anyone who has the link to an open Facebook group post or comment, can share it inside or outside Facebook, and it can be opened by any Facebook (not just group) member.
  • participants who are not Facebook members are excluded from sight of posts in the Facebook group, whilst a very large number of Facebook members who have never heard of rhizo14 could check it out if you sent them the link
  • Ethical dilemmas
  • How do we behave around here?
  • The rhizo14 MOOC offers no explicit written norms, behavioural or otherwise, and the strapline for the FB group is “An attempt to create a feed for Rhizomatic Learning posts from around the web.”
  • a number of people (significantly less than the full 240 ish membership) regard the group as a semi-private backchannel
  • The implicit norms on lurking in the FB group are to some extent discernible, but the norms on other behaviours sometimes seem to be taken as read by some active members of the group.
  • Teachers and moderators can model ethical behaviour, and communities usually engage with norm-building online where misunderstanding is not uncommon. Overt moderation and norm-building activities have been generally absent from rhizo14 in general and the FB group in particular
  • What does sharing mean within and beyond the rhizo14 community?
  • A lot of sharing goes on at rhizo14, and there is a sense that openness is a value of rhizo14. The remix culture has been very evident in rhizo14, and creativity and remix
  • Communities of Practice literature and others have identified the importance of the boundary in the propagation of knowledge.  The facility for stuff and people to cross boundaries presents great opportunities, but with these come tricky questions of how we share and what we do with what is shared
  • A great set of ‘rules’ that has helped sharing is Creative Commons Licenses, not always enforceable but signifying intent in a sharing and use context
  • A dilemma presented by research data sharing is current at rhizo14 FB group, and raises, for me at any rate, some very interesting issues about how we do Open Research
  • the issue of ethics of use of open/closed data for research purposes in rhizo14 at the time it became clear that a group doing auto-ethnography, and a group of which I am a part were both doing research around rhizo14
  • The data arrangements
  • my wish not to be quoted was incompatible with the publicy of the document
  • Discussion of Agency
  • sharing our ethical stance with others can help our moral agency within a network of human and technical agents.  I am not thinking of a set of rules but rather our expectations and ethical stance that we could share with other moral agents
  • ome participants seem to assume there is a ‘common decency’ approach to the use of ‘open’ information
  • unwarranted assumption of community
  • technology as ‘moral agent’ where permissions and constraints on agency can be coded into a system
  • hard rules, hard boundaries can be explained in help pages and observed in action
  • rules can be overcome by human agency.
  • Some Tentative Conclusions
  • An important element of the digital moral agent’s backpack to complement their ethical literacy is the digital literacy of having an active understanding of the ethical and other implications of using a digital space/service for communication
  • benefits in clarifying use of information, utterances, multimedia in practice
  • the more open the use and sharing of information, the more important it is to clarify how we expect that information to be used
  • unclear use in the above extract from Help of the words
  • I would have benefited from a clearer statement of expectations and behaviours in rhizo14
  • discussion on how we behave around rhizo14
  • digital literacies are a moving target
  • communication in open spaces is tricky, we need flexible repair strategies
  • state our expectations and promote discussion of expectations within a group  as starting point, then we may be able to minimise but not eliminate problems
  • the issue of who can use the information in the auto-ethnography
  • “when you engage online in equally public settings such as on someone’s Facebook Wall, the conversation is public by default, private through effort.” (boyd, danah. 2010. “Making Sense of Privacy and Publicity.” SXSW. Austin, Texas, March 13).
  • Vanessa Vaile on 17 Jun 14
     
    "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."
  • Vanessa Vaile on 17 Jun 14
     
    "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."
Jaap Bosman

"Spec"-tacular: Going Beyond the Rubric (The Makes, the TIONS, the Promises) | Amy's MO... - 0 views

amysmooc.wordpress.com/...e-makes-the-tions-the-promises

MOOCs knowledge rules learning

shared by Jaap Bosman on 23 Jan 14 - No Cached
  • Jaap Bosman on 23 Jan 14
     
    some rules for writing and learning. Could be practical guide for rhizomatic teacing.
  • Jaap Bosman on 23 Jan 14
     
    What is your opinion on this short & clear text on rhizomatic learning?
Jaap Bosman

Australian Humanities Review: Deleuze and the Internet by Ian Buchanan - 0 views

www.australianhumanitiesreview.org/...Buchanan.html

deleuze internet rhizome

shared by Jaap Bosman on 12 Jan 14 - Cached
Vanessa Vaile liked it
  • Jaap Bosman on 12 Jan 14
     
    Is the Internet a rhizome? All the straws in the wind say 'yes' it is. Whereas mechanical machines are inserted into hierarchically organised social systems, obeying and enhancing this type of structure, the Internet is ruled by no one and is open to expansion or addition at anyone's whim as long as its communication protocols are followed. This contrast was anticipated theoretically by Gilles Deleuze and Félix Guattari especially in A Thousand Plateaus (1980), in which they distinguished between arboreal and rhizomic cultural forms. The former is stable, centred, hierarchical; the latter is nomadic, multiple, decentred - a fitting depiction of the difference between a hydroelectric plant and the Internet.26
Cris Crissman

Kobayashi Maru - Wikipedia, the free encyclopedia - 1 views

en.wikipedia.org/...Kobayashi_Maru

kirk ender's game star trek

shared by Cris Crissman on 18 Jan 14 - Cached
  • Cris Crissman on 18 Jan 14
     
    Larry L in Unhangout: My point: Could you blame Captain Kirk cheating in Kobashashi Maru test? I'm really convinced that cheating is an intrinsic part of a damage/broken/unfunctional education system. Cris C -- Now that I know what Kobashasi Maru means, I'd say that Captain Kirk both cheated and hacked his way to success by disrupting the unfair system. Reminds me of Ender in Ender's Game (book/series by Orson Scott Card) who was continually and brilliantly breaking the rules.
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.
Vanessa Vaile

A new view on lurkers | Harold Jarche - 2 views

www.jarche.com/...a-new-view-on-lurkers

rhizo14 rhizomatic learning lurkers participation

shared by Vanessa Vaile on 19 Mar 14 - No Cached
  • Vanessa Vaile on 19 Mar 14
     
    For several years, there has been a rule-of-thumb, called "90-9-1″, that 90% of online participation in groups/communities consists of "lurkers" or more politely, "passive participants", and only 1% are active creators. Jacob Nielsen's 2006 post on Participation Inequality provides a good overview of this phenomenon. A recent BBC survey of 7,500 people shows significantly different results. Here we see that passive lurkers make up only 23% of participants; active (intense) participants have increased to 17%; and there is now an "Easy" group in the middle who, " … respond largely to the activity of others. This includes replying, 'liking' and rating, all activities where there's little effort, exposure or risk."
Vanessa Vaile

Ethics and soft boundaries between Facebook groups  and other web services | ... - 0 views

francesbell.wordpress.com/...-groups-and-other-web-services

power ethics boundaries PFR #rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • This is rhetoric, perhaps even rhizorhetoric, at it’s best
  • I want to frame my comments in the distinction between reductionist thought and complexity thought, a habit of mind I attribute to Edgar Morin’s book On Complexity
  • tension between a reductionist understanding of power and a complexity understanding
  • ...33 more annotations...
  • Steven Luke’s short article about power
  • I find the fourth view, the one from Foucault, to be the most engaging, as it approaches a complex view of power
  • first three views of power assume a Classical, simple (not simplistic, but not complex, either) epistemology
  • “‘Power’ in its most generic sense simply means the capacity to bring about significant effects: to effect changes or prevent them.”
  • The One-dimensional View posits two agents disjoined from one another, and power occurs when one agent prevails in some way over the other agent
  • too simple, too explicit and over
  • The Two-dimensional view adds agenda control by the more powerful agent, and finally, the Three-dimensional view adds social influence
  • it also encompasses being able to secure their dependence, deference, allegiance or compliance, even without needing to act and in the absence of conflict.
  • the successive views move in the direction of complexity, but they are always limited by a Classical epistemology that posits disjoined, discrete agents interacting in deterministic ways across or through clear boundaries, either in accordance with or in violation of some social contract or rules.
  • its affordances are outweighed by its limitations
  • This is where Foucault’s view of power comes into play, and note that it’s the only unnamed view
  • complexity is often nameless, even unnameable
  • power is the flow of energy, matter, information, and organization throughout a complex, multi-scale system
  • an agent is formed and informed by the flows of energy, information, and organizational structures of the systems within which the agent lives and functions
  • we are not discrete entities, independent of an enclosing ecosystem
  • those flows all implicate power
  • Power is the weave of the fabric we are all woven into, and it is difficult, often impossible, to isolate any single thread of power and to trace it back to a single cause.
  • what does this mean for how we should decide who is in Rhizo14 and how we should behave there?
  • the more open the use and sharing of information, the more important it is to clarify how we expect that information to be used
  • Clarity has great affordances, but it also has its blindness
  • This is a fine example of a clear, classical social contract. Independent agents agree on boundaries and behaviors between themselves
  • This assumes discrete agents with clear boundaries, a simple view of power and reality
  • A complex view of power and reality—my view—says, however, that Frances is already part of the Rhizo14 group and the document
  • Likewise, I suspect that Frances has herself been in/formed by the Rhizo14 discussion
  • circular causality, a core mechanism of complex systems with their complex flows of power
  • Power as flows of energy, information, and organization have already woven us together in ways that I do not know how to disentangle.
  • really only a very small part
  • request not to be part of the group leaves me with some sticky issues
  • most views of plagiarism are based on the simple view of relationships among agents and social contracts
  • ole authorship is a reductionist’s fiction, a useful fiction perhaps, but perhaps becoming less useful as online, open spaces emerge
  • How to behave in an open community, then, where flows of power are unavoidable and many are uncontrollable, even unknowable
  • if we don’t confront this problem, then we will continue to apply the old social contracts. I don’t think those social contracts alone can address the issue
  • interested in learning how this group will write this document. Like all good ethnographers, I think I can learn most by living and functioning within the group, by helping to write it. I want to define the process from the inside
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