First, is the potential of the Internet to offer individual learners increased freedom from the physical limitations of the real world.
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6 Teaching Ideas Inspired by MOOCs | Reflecting Allowed - 0 views
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another blog with practical solutions on rhzomatic teaching, do you like the ideas?
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The Internet and Education - OpenMind - by Neil Selwyn - 0 views
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Secondly, the Internet is seen to support a new culture of learning—i.e., learning that is based around bottom-up principles of collective exploration, play, and innovation rather than top-down individualized instruction
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Thirdly, the capacity of the Internet to support a mass connectivity between people and information is felt to have radically altered the relationship between individuals and knowledge.
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Fourthly, the Internet is seen to have dramatically personalized the ways in which people learn—thereby making education a far more individually determined process than was previously the case.
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self-directed, non-institutional learning are initiatives such as the hole-in-the-wall and School in the Cloud
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But will the majority of children/youth access these learning opportunities, or will they - as I have observed in hosting a community access point - gravitate toward entertainment? What learning experiences can be developed that will grab a young person's attention when watching Tupac and gang fights are available? Is there something that will motivate them to provide well-considered comments on Youtube and Facebook?
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the most successful forms of Internet-based education and e-learning being those that reflect and even replicate pre-Internet forms of education such as classrooms, lectures, and books.
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elping already engaged individuals to participate further, but doing little to widen participation or reengage those who are previously disengaged
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It remains for teachers to figure out how to leverage the opportunities of the internet for their learner's advantage. It is not enough to rely on the internet to "do it for you". The internet is still not a teaching machine. Best practice (Jim's version): teach content creation, collaboration, and reasonable dialogue - globally if possible.
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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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The Grateful Dead School of Business - 99U - 0 views
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What can the Grateful Dead teach adjuncts about organizing and community building? How is the Grateful Dead community like a rhizome? -
What can the Grateful Dead teach adjuncts about organizing and community building? How is the Grateful Dead community like a rhizome?
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Insight: Picked up a great lesson from the book Turn… by Jason Fried of 37sig... - 2 views
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Picked up a great lesson from the book Turn The Ship Around. David Marquet, the author and nuclear sub captain, says you can’t empower people by decree. While you might be able to ask someone to make a decision for themselves, that’s not true empowerment (or true leadership). Why? Because you’re still making the decision to ask them to make the decision. That means they can’t move, or think, or act without you.
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I use an approach to teaching created by Ian Cunningham in the 90s called Self Managed Learning. The quote reminds me of a dear mentor of mine when I first started teaching on my Masters programme; she would say that the biggest paradox in what we were doing with the students came to life when in answer to us saying ' What do you want to learn?' they said 'I want you to tell me' Yes, we are always making the decision to ask them to make the decision. In my experience the dynamic shifts pretty quickly when they get we mean it when we say ' you decide the 'wha't and we will help with the 'how''. it is about owning the power the role inherently carries and using it to encourage self-direction rather than boosting it further…may be?
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The highlight in the article makes me wonder where the power to learn rhizomatically comes from in the classroom. We can tell students to empower themselves but they can't "move, think, or act without you."
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Testing For Learning, Not Assessment : 13.7: Cosmos And Culture : NPR - 0 views
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cheating as a teaching strategy. Testing effect. Links to Peter Nonacs (UCLA)
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Teaching in the Age of Uncertainty « Kevin's Meandering Mind - 2 views
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Kevin uses chapter book Frindle, story of student's campaign to add new word to dictionary, to reflect on the uncertainty of the future and what his students will need to know and be able to do to be successful.
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The Perils of Standardized Testing: 6 Ways It Harms Learning - InformED - 0 views
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"Don't the standards of the classroom prepare us for the standards of the real world?" Thoughtful article making the real world and education connection/ Google Oxygen Study seems real breakthrough. Cathy Davidson says it was for her and it have made big difference in her teaching for more "productive, happily socially-engaged lives."
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Enough About Getting Rid of 'dave': Exploring Spontaneity and the Metaphor of the Gardn... - 3 views
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But I think that Dave has just shown us that it is possible in an online environment.
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I don't always feel that way. Sometimes I feel it is a guiding hand, but after two of these rhizo things I am beginning to think of it as a shving hand in a cattle chute. The chutes only appear down, but the binaries still suggest two paths: objective/subjective, content/no content, dave/no dave and whatever the hell the other one was. This is not rhizomatic teaching.
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Dave has done a good job of modeling rhizomatic teaching
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Not really too sure about this. He creates a binary and expects us to reconcile it. And then where does that takes us as far as a rhizomatic practice is concerned? Not very far at all.
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the teacher is the gardener
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If Dave is the Gardener,then the way he weeds is to point to the weed and say, "Isn't that interesting?". Irresponsible? Unethical? Bait and switch? Not sure. Personally, I am much more drawn to Heraclitus and Voltaire. For the latter the world is in flux and idiosyncratic as can be and for the latter he has Candide say, "That is very well put, but we muct cultivate our garden." We must be our own gardeners.
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#rhizo15 needs Dave Cormier
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I have some kind of sense for it
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Better off trusting this sense first and what the experts say a very distant fiftieth.
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Enough
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Deleuze and Guattari
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we should get rid of dave
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spontaneity
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Dunno, the videos seem pretty scripted to me. He has an agenda and wants to get it out there. The community has been guided by each week's prompts, using it as a jumping off point but not really going too far from fold. I wanted to see much more rebellion and spontaneous, adhoc-osity. I tried, but no one paid me any mind. Par.
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Of course it is the gardner who decides between the weeds and “flowers”, sets the parameters of the garden, and ultimately decides who lives and who dies – but that is my next blog post.
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I agree that the gardener controls but I think it is illusory. Who plucks the gardener? Who tends the gardener? Who weeds the gardener? The gardener lives in a larger system that subsumes the garden, a larger Garden. The gardener thinks he is managing the complexity that is the garden. Fools paradise for a sock puppet?
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Spontaneity and the Metaphor of the Gardner
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It's amazing what happens over coffee: or deterritoralising the curriculum (a #rhizo15 ... - 7 views
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coffee
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I am drinking coffee as I read this ... sort of drink symmetry going on right now ....
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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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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).
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sets of resources organised around difficult ideas
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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.
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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.
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have shorter workshops that model many of the ideas we promote
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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.
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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
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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.
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I am after all a final arbiter, the one who, institutionally, is responsible for assessment
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Always a struggle, no matter the age of student (says the sixth grade teacher).
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working with the play of smooth and striated space.
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Also, could we introduce aspects of peer review?
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@davecormier
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Rhizomatic Learning - Why we teach? | Dave's Educational Blog - 0 views
So now I am in Diigo, what do I do with Diigo? - 7 views
started by Jaap Bosman on 17 Jan 14
4 follow-ups, last by Terry Elliott on 17 Jan 14
Terry Elliott liked it
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Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 7 views
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define what counts as knowledge.
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painstaking process by which knowledge has traditionally been codified.
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Knowledge as negotiation
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The Secret Sits We dance round in a ring and suppose, But the Secret sits in the middle and knows. Robert Frost
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The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
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I wonder what disciplines he is referring to here. Which ones live on the edge these days? And is that changing?
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clear definition of the word "knowledge" is difficult
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The definition of knowledge is considered 'key' to the search for shared understanding. The more I read that sentence, the more it becomes the worm Ourboros. If it's a key, then the there is a locked something behind it. In litcrit this has been a fiercely fought battle. Some say it unlocks the power relationships undergirding any society, some say it unlocks the mysteries in the knowers themselves. Some say, fuck it and let's just look at the shiny things inside the vault with no further intent. Yes, it is difficult.
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simply another part of the way things are"
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I believe that one of the functions of theory is to reveal our cognitive blindspots. This they very much do while at the same time creating new blindspots that arise from the use of the 'tools' of the new theory. Any new system of knowledge exposes the assumptions of the the old system. For example, awareness meditation reveals the blindspot of categorization and differentiation, but the Buddha realized that say focusing on the breath is like pointing at the moon, just another step along the path toward no-mind. Mind and knowing is the problem.
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Horton and Freire
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I am profoundly happy to see Myles Horton cited and used. I think he has had more influence on my teaching and learning than any other. His autobiography The Long Haul is absolutely must-read for a rhizomatic pov.
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The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
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I am quite taken by the word 'translation' here. I think the metaphor of translation is central to rhizomatic learning as we are always connecting and sharing information that then gets translated into knowledge (actionable knowing).
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Experts are not to be trusted anymore, they work for big companies, their translation is skewed.
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no community can live a healthy life if it is nourished only on such old marrowless truths.
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a negotiation (Farrell 2001)
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I wonder if this is similar to rhetoric and comp's idea of writing as a conversation?
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Interesting word, though: negotiation. It suggest an unfair balance at the start, right?
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social contructivist and connectivist
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(Cormier 2008).
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Great question by Alec Couros in the comments: how do we get to a place where we are really and truly decentralized, and will this make the difference?
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I don't think the decentralized rhizome has reached a tipping point society wide, but perhaps we can play at the rhizomatic game for this short few weeks and see what it might mean to live in this world that may or may not be emerging.
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Information is the foundation of knowledge.
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doubt if information really is the source of knowledge. Mostly it is, but the road from information, over statistics, logics, arguments is not that simple I think
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If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge.
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again info is not easily translated into knowledge. Distrust and care are needed, even in a rhizomatic world.
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the prestige of a thousand-year history,
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all over this history the prestige has been attacked. Prestige and knowledge are to be separated, so many experts were proven false and wrong.
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It's a loaded term, for sure, because those who call themselves experts are often the ones in power, and with books and writers to back them up. Is the Internet changing this paradigm? Not yet. Not yet.
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fluid, transitory conception of knowledge
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rhizome.
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disciplines on the bleeding edge
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The explosion of freely available sources of information has helped drive rapid expansion in the accessibility of the canon and in the range of knowledge available to learners.
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Information is coming too fast for our traditional methods of expert verification to adapt.
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In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process.
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The living curriculum of an active community is a map
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The cartography of learning. I am always intrigued by how this plays out, if done successfully. Most of the curriculum mapping I have done ... I would not call them maps. They are just plot lines going nowhere, it often seems. But the idea of a map continues to intrigue me.
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I know D&G speak of a map as opposed to a tracing. I struggle with understanding this. The best I can come up with is the idea that a map gives possibilities for exploration, as opposed to a photo which declares what exists. This leaves me wondering about sites like Lino and Pinterest. Might they function as a map of one's exploration too, rather than just a collection of discoveries.
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Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement. Through involvement in multiple communities where new information is being assimilated and tested, educators can begin to apprehend the moving target that is knowledge in the modern learning environment.
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we see as our goal the co-construction of those secret connections as a collaborative effort
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Is this what we are doing together here in Diigo, co-constructing secret connections collaboratively? Sounds like an underground conspiracy (forgive the lame joke there.)
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Changing Knowledge
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Meta note here: I see our collaboration as a secret growing of knowledge among us. It may only even be true for us, on this web page, at this particular juncture because we are growing it out on the tip of the root of this text.
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the conversion of information to knowledge
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Examples of this conversion in our work here? 1. Each of us runs these words through the filter of our own experience 2. sharing out on social networks 3 asking and answering quesions
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members of several communities—acting as core members in some, carrying more weight and engaging more extensively in the discussion, while offering more casual contributions in others
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And some of us are still mainly consuming, jumping in with perhaps superficial content, practicing our engagement.
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students had the opportunity to enter the community themselves and impact the shape of its curriculum
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Sharing power - deconstructing the tradtional power structures of the educational system. Did this recursion result in "watering down" the curriculum? From what I recall of Dave's story, the students put in extra effort instead. Like me, they had difficulty in knowing when to quit, the exploration was so rewarding.
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if knowledge is to be negotiated socially
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Stephen Downes (http://www.downes.ca/post/61209 and elsewhere) argues against socially "constructed" knowledge, saying instead that knowledge is recognized. Cormier's "negotiated socially" fits nicely.
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the expert is the power. No resistance is tolerated, because who knows better than the expert? But curriculum is not only made by experts, pressure groups do influence curriculum, hypes and politics do either. Here is the reason for cheating.
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Recommended by Telli01 in Vialogues conversation https://vialogues.com/vialogues/play/13001 as good intro to Dave's work on rhizomatic ed
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Hacking Four Corners « Kevin's Meandering Mind - 0 views
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our morning meeting
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The operative word is 'our'--rooting the class in tribal consciousness. Growing a network of connections-known and unknown--in a emergent ecosystem.
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Responsive Classroom
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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
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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.
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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?
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new terrain
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shared by Jaap Bosman on 20 Jan 14
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Self-assessment and self-remediation | Dave's Educational Blog - 0 views
davecormier.com/...ssessment-and-self-remediation
rhizome assessment rhizo14 independent scaffolding
shared by Jaap Bosman on 20 Jan 14
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Overcoming isolation
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Active learning
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Controlling learning behaviours
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Diagnosis and remediation
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Student responsibility for learning
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Teaching students how to make good questions for themselves, to ask them in ways that are going to lead to effective searching and learning,
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So i'm basically trying to give people something they can work with… a strategy rather than content… that can get them 'in the know' so that they can participate in the community effectively.
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we don't need no thought control: the deep grammar of schooling | the theoryblog - 0 views
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a constant filtering that exhausts us
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Exhausting to be sure My filtering dilemma: To get a broad perspective I have to read more than I can budget timewise, but if I filter by Rheingold, Cormier, Downes etc, I get only that perspective.
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desire for trusted channels
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It's not that difficult picking some channels (people?) and starting there. Those will connect to other channels one begins to trust. The rhizome grows and pretty soon one is back to overload.
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those channels tend to be corporate or institutional hierarchies
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Lucky me who discovered MOOCs before our institution caught on to providing channels
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what would (or do) YOU do in a classroom full of people with devices
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I teach a small adult literacy class and provide connected devices for each of them. I encourage them to use social media, help them to create Google and Facebook accounts if they don't have one. At least they are reading and writing authentically if not gramatically. Yes, it is a distraction, especially when I think we need some whole-class activity. I have not found THE ANSWER to balancing power and independence. But we have some wonderfully illuninating moments. See my blogpost about my own serendipitous encounter with Pink Floyd http://www.wayupnorth.ca/blog/2013/01/14/something-weird/
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without new ways to conceptualize the work of learning, we end up replicating top-down power and knowledge structures
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filtering and prioritizing
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We are skilled
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but our culture is not giving us the meta-literacies to recognize and value and utilize those skills
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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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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.
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independence isn’t the only stance to learning that they need – what about dependence and interdependence?
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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.
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“taking responsibility” doesn’t come naturally
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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.
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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.
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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.
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“we conflate learning and schooling”
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it’s not about seeing learning more clearly
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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.
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"being a lifelong learner is something you just have to take on personally"
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"being a lifelong learner is something you just have to take on personally"
Stagnation (a cranky post) « Lisa's (Online) Teaching & History Blog - 2 views
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A Guide to the Building Blocks of Online Learning for Faculty - 0 views
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Deals with the reality of distributing quality education to most of the people in the world. "DRIVERS OF CHANGE IN THE WAY WE TEACH AND LEARN The increasing recognition the world over of the central role that post- secondary education plays in social and economic success has resulted in many drivers for change, including the following which have been identified by Bates: 1) An increasing demand for college and university places 2) Changing demographics (more older and part-time students) and more learner diversity (broader intellectual, language and cultural ranges) 3) Growing numbers of students at ease with new technologies and social media who are demanding the same sort of flexibility and access from post-secondary education that they already enjoy in their daily business and social interactions. 4) Pressures on institutions to be more open and accountable 5) Recognition of society's needs for skilled knowledge-based workers and the associated focus on learning outcomes indicating the extent to which graduates have such requisite skills as critical thinking, problem-solving, communication, independent learning, and the ability to work in a variety of contexts, to work in teams and to navigate cultural differences. 6) Research evidence of the effectiveness of more interactive approaches to learning that engage students more intensively 7) The continuing evolution of Web-based technologies which make knowledge much more accessible and bring learners together without the constraint of time or place..."