"We all practice daily curation that is more or less creative. In the instant of clicking on a link, you forge a connection. As you rifle through your feed-loads, snatching up the most appetizing headlines, you cause collisions. You select a bit of content out of a boundless pile, scanning or storing it for later, and you recover or reframe value. If you choose to share what you've found, you provide commentary and context. In these automated ways, habits of curation create your online identity."

"We all practice daily curation that is more or less creative. In the instant of clicking on a link, you forge a connection. As you rifle through your feed-loads, snatching up the most appetizing headlines, you cause collisions. You select a bit of content out of a boundless pile, scanning or storing it for later, and you recover or reframe value. If you choose to share what you've found, you provide commentary and context. In these automated ways, habits of curation create your online identity."

from the blog support ingKeith Hamon's explorations of the rhizome.  "I'm sliding outwards, across the boundaries and just in time. One of the most important results of Rhizo14 for me has been my connection to educational thinkers outside of North America and Western Europe, the West. In a series of articles for Hybrid Pedagogy, Maha Bali (Egypt) and Shyam Sharma (originally Nepal, now in New York, USA) tackle the issue of working with and speaking to the privileged West from a non-Western context. I had an epiphany when I read that Westerners and non-Westerners "do not talk the same language." I think Maha and Shyam are correct. We don't. Even the way I just wrote that-Westerners and non-Westerners-privileges the West, makes the West the touchstone, renders everything else as Other. I don't do it on purpose, but I do it none-the-less. "

from the blog support ingKeith Hamon's explorations of the rhizome.  "I'm sliding outwards, across the boundaries and just in time. One of the most important results of Rhizo14 for me has been my connection to educational thinkers outside of North America and Western Europe, the West. In a series of articles for Hybrid Pedagogy, Maha Bali (Egypt) and Shyam Sharma (originally Nepal, now in New York, USA) tackle the issue of working with and speaking to the privileged West from a non-Western context. I had an epiphany when I read that Westerners and non-Westerners "do not talk the same language." I think Maha and Shyam are correct. We don't. Even the way I just wrote that-Westerners and non-Westerners-privileges the West, makes the West the touchstone, renders everything else as Other. I don't do it on purpose, but I do it none-the-less. "

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 -"

"Dave Cormier, the mind behind Rhizomatic Learning 2014 (#rhizo14), just posted thoughts on his blog about creating a wonderful learning experience that went from a 6-week course to a self-propelled learning community.  The challenge as Cormier articulates it is how to bring in new learners into this community. His original plan - create a new course, but what about the energy of the existing learning community?  Connect the new course to the first course or simply bring the new learners into the existing community?"

"The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."

"The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."

HT @darrenmjones

Smoothness and Striation in Digital Learning Spaces by SIÂN BAYNE

Smoothness and Striation in Digital Learning Spaces by SIÂN BAYNE

Kop & Fournier 2010 paper on Self Directed Learning: Abstract New technologies have changed the educational landscape. It is now possible for self-directed learners to participate informally in learning events on open online networks, such as in Massive Open Online Courses. Our research analyzed the agency and level of autonomy required by learners participating in a course of this nature. Using Bouchard's four dimensional model of learner control, we found that there are new dimensions to self-directed learning in connectivist learning environments. The research also brought to light new challenges and opportunities for self directed learners who might not be able to call on trusted educators for support in their learning endeavors, but rely on the aggregation of information and informal communication and collaboration available through social media to advance their learning

Kop & Fournier 2010 paper on Self Directed Learning: Abstract New technologies have changed the educational landscape. It is now possible for self-directed learners to participate informally in learning events on open online networks, such as in Massive Open Online Courses. Our research analyzed the agency and level of autonomy required by learners participating in a course of this nature. Using Bouchard's four dimensional model of learner control, we found that there are new dimensions to self-directed learning in connectivist learning environments. The research also brought to light new challenges and opportunities for self directed learners who might not be able to call on trusted educators for support in their learning endeavors, but rely on the aggregation of information and informal communication and collaboration available through social media to advance their learning

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?

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."

"Subsequently, the presence of electronic media for creating, distributing and communicating information, knowledge and meaning has grown more widely and more dramatically than perhaps even he could have foreseen. Within this context, I want to try to stitch together a few concepts, perspectives and examples with which I am more or less familiar and perhaps update the core implication of McLuhan's famous phrase."