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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"
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.
Scott Johnson

A Guide to the Building Blocks of Online Learning for Faculty - 0 views

contactnorth.ca/...ks_of_online_learning_2014.pdf

rhizo14 online learning

shared by Scott Johnson on 19 Mar 14 - No Cached
  • Scott Johnson on 19 Mar 14
     
    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..."
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."
Scott Johnson

Toward Reflective Conversations: An Advising Approach that Promotes Self-Authorship - 1 views

www.aacu.org/...PR-WI08_TowardReflec.pdf

rhizo14 learning reflection

shared by Scott Johnson on 27 Mar 14 - No Cached
  • Scott Johnson on 27 Mar 14
     
    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
  • carol yeager on 28 Mar 14
     
    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
Heli Nurmi

Wanna do a cMOOC? | doublemirror - 5 views

mdvfunes.com/...wanna-do-a-cmooc

shared by Heli Nurmi on 20 Mar 14 - No Cached
  • Matthias Melcher – he made it so easy to follow everyone’s blogs
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      That was a huge contribution Matthias made to help tie Rhizo14 together. Although later in the course, when it became impossible for me to keep up with all the blog posts, I opted for the narrower conversation on Facebook as my link - even that subset exceeded my capacity
  • power is not due to the technology or its design, but to the actual people involved
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      strongly agree - although the ds106 assignment bank is an outstanding design element
  • So, when I did DS106 as a course for the first time in 2013, life was already set up in such a way that I could give it my full attention.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This helps understand the author's perspective. Not everyone in an open online course shares that life-setup. Many are trying to squeeze learning into the varying cracks between other overlapping committments.
  • ...15 more annotations...
  • So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      I have a great deal of respect for Stephen, and enjoyed his talk at Vlaencia (referenced in this blog) immensely. It seemed to me though, that he was explaining a landscape rather than prescribing a recipe for a MOOC. Might it be better to examine Rhizo14 in light of what Dave Cormier says about it, rather than force it to be scrutinized through the lens of questions raised by Steven Downes' lecture? Dave Cormier at MIT "MOOCs as a selfish enterprise" https://www.youtube.com/watch?v=Smt8lsPU_Mo If any "making one" objective(s) existed in Rhizo14, it(they) would be very subjective. Dave says he threw a party to see if anyone would come. I certainly participated as part of my process of "becoming", but without conciously adding "...one of X". I just know by experience that by "hanging out" with groups like this, I am able to do interesting things in teaching that I had not deliberately set out to learn (and I borrow that articulation from Dave Cormier), so from time to time I keep engaging with communities and courses that interest me. Some others have expressed or evidenced more clearly defined objectives - academic research, webtool development, and building a PLN are some examples.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree with you that Dave is defferent from S.D. and rhizo should be described with Dave's terms
  • If my need for inclusion had been high, then I think I would have felt excluded from what some called Rhizo14FB.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This again gives us insight into the writer's perspective. It is a valid attitude, but important to recognize. Consciously looking through the same lens will keep a reader who experienced Rhizo14 differently from too easily dismissing parts of the critique that do not resonate with herm.
  • They did what humans do so well in new situations: gather in their tribes and by definition exclude those not in their tribe, or try to ‘convince’ those outside ‘it’ to join it;
  • batting the ideas back and forth in order to win the game.
  • The design of Rhizo14, I have to assume, is the current state of what Dave as an educational technologist believes works for massive open online courses.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      After listening to Dave Cormier, I have to challenge this assumption. What I hear from him suggests that Dave is very much aware that he is still trying to find out what "works".
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I thought that rhizo14 was Dave's first try to facilitate a MOOC his first own experiment
  • diversity was managed out through a group dynamic that excluded what the majority did not approve
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree = saw this happen, all norms are not written, they can be strong without it
  • I did not see much by way of supporting the importance of diversity in action rather than theory.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      very true in my eyes too
  • people left and may have been silenced by a vocal minority
  • gossiping about other participants
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      and this still praised as a good strategy - a year after the end of the studies
  • but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This critique of Rhizo14 accuses it of not producing what it was not intended to produce. Seems a bit like criticizing an alligator because, while it has great hide, it makes an unsatisfactory mount since it was never intended to be a horse. I understand the author's dissatisfaction with the course. Rhizo14 neither met expectations nor satisfied any personal objectives. A dissenting opinion eloquently expressed is very valuable. The underlying tone of the post, however, carries a distinctly subjective disapproval or dismissal of anyone who has received satisfaction in their own experience in Rhizo14. The author speaks repeatedly of observing attempts to silence or marginalize those who did not buy into the opinions of the majority. Yet the author engages in a similar tactic against possible critics.
    • anonymous
      anonymous on 21 Mar 14
       
      I hope that after my comment on my blog this feeling has eased in you. I absolutely did not intend to disapprove or dismiss any individual. I disagree with some of the choices made in design and educator intervention precisely because I feel they closed down the possibility of having a space where multiple perspective could be held openly without the need for filtering through an agree/disagree frame. This led to people who we could all have learnt from leaving and I was sad about this. Also - just for clarity I was not at all dissatisfied with the course. It was set up as an experiment and I love experiments. I was dissatisfied with our human inability create more silence and space for listening and the compulsive drive to talk. Nick put it beautifully in his blog: "that kind of dialogue. It is a way of being that one has to learn, but seems to me to be integral to what we might call "deep" learnign. The word retreat is interesting, one of the first pre-requisites of that dialogue is to shut up and listen. Online you are largely characterised by the noise you make, the text you generate. Silence online transmutes to a lack of presence, and described as "lurking". Lurk has too many negative associations to be reframed. But we do have the right to remain silent! Another issue, as you observe, is that dialogue is not transactional, but online interaction does very often seem to devolve to that kind of behaviour…" http://avisodemiranda.wordpress.com/2014/02/14/marram-grass/ I chose to create the space I needed for learning and this may be meant I chose 'no intervention' when intervention may have benefitted us all. I need to take time to reflect on this. I will leave it here for now, let's see if this is a space for us to engage before I spend any more time here :)
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
  • what he created with CCK08
  • own work in self-managed learning
  • I recognise this clearly from my
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I recognise this too and this reminds the storming phase of group process. You must be strong as a facilitator to receive all the complaints. It is a normal phase as long as education is in movement
  • You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      you said that better than I could, thanks
  • to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I belong to this group
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