First, most MOOC research has not brought the connectivist experience to life for readers who have not experienced the rhizomatic swarm of open, online, connected learning.
Contents contributed and discussions participated by Kevin Hodgson
Understanding the Basics of Rhizomatic Learning | Teaching Centre - 4 views
Writing the Unreadable Untext - Hybrid Pedagogy - 0 views
Dear Rhizo15 | Dave's Educational Blog - 1 views
Insoumis. - Hybrid Pedagogy - 1 views
Flipgrid. Week 5. Invasive Species - 1 views
Flipgrid. Relax and discuss. - 0 views
Vialogues : Talk back to Dave Week 4 - 0 views
#rhizo15 Hacking the Week 4 challenge | Viplav Baxi's Meanderings - 2 views
Communications & Society: Ethics for MOOCs: Imagination - 0 views
rhizo15 network graph - 3 views
Kevin's Meandering Mind | The Making of the #Rhizo15 Radio Play, or The Complexities of... - 1 views
Slavoj Zizek Reacts to the Internet | Critical-Theory.com - 0 views
The Essence of Peopling - 4 views
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Information about the self from the first-person perspective tends to be inflated and self-aggrandizing; information about the self from the third-person perspective, projected into the minds of others, tends to be deflated and self-deprecatory.
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A freeway is useful for getting from place to place, but it’s not a place to merely exist in the moment.
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“we’re here to fart around together.”
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Careertography - 1 views
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In a rhizomatic careers centre, however, there should be a way for students to add their own knowledge to these. Interactive workshops/discussions in the centre (rather than in a separate space) based around the displays? Giving space for students to add their own observations and comments within the display or to create their own? In this sense, the displays need to ask questions rather than present facts. They should stimulate discussion.