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Contents contributed and discussions participated by wayupnorth

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wayupnorth

How PowerPoint is killing critical thought | Andrew Smith | Comment is free | The Guardian - 1 views

www.theguardian.com/...ents-bullet-points-information

shared by wayupnorth on 28 Sep 15 - No Cached
  • One either accepts them in toto, or not at all.
    • wayupnorth
      wayupnorth on 28 Sep 15
       
      I seriously disagree with this statement. Not only can the audience pick and choose which bullets they swallow, the speaker herself also can deviate or disagree with what they previously had written. PowerPoint can be as dominating as the author suggests, but only if the PP user allows it to do that - in which case any other medium (including blackboard) would do the same.
  • It’s dangerous because it can create the illusion of understanding and the illusion of control.
    • wayupnorth
      wayupnorth on 28 Sep 15
       
      so does any other medium for presenting information - including text. This author has proved that he can create the "illusion of understanding" without approaching at all a nuanced understanding of his subject.
wayupnorth

Dave who? - un content ed - 1 views

uncontente.weebly.com/...dave-who

networks rhizo15 education documentation

shared by wayupnorth on 08 May 15 - No Cached
  • they should just come and watch and stop wasting my time with the idiotic managerialist systems
    • wayupnorth
      wayupnorth on 08 May 15
       
      When I have time to report, it's because nothing is happening. When interesting learning events are clicking, it leaves little time to report it.
  • I find it easier to be kind and open hearted in class than at home sometimes
    • wayupnorth
      wayupnorth on 08 May 15
       
      Yeah, what's with that anyhow? Do I assume family members "should know this already" just because they live with me? Been much more conscious of that since an adult learner overheard me "teach" my wife a missing computer skill with a note of impationce. Learner rebuked me with, "You don't talk to me that way when you explan something to me."
  • wayupnorth on 08 May 15
     
    Oh YES!
wayupnorth

Who is in #Rhizo15? - 2 views

www.google.com/...viewer

rhizo15 rhizome networks MOOC mapping

shared by wayupnorth on 23 Apr 15 - No Cached
wayupnorth

The grassroots of learning | E-Learning Provocateur - 2 views

ryan2point0.wordpress.com/...the-grassroots-of-learning

shared by wayupnorth on 01 Nov 14 - No Cached
  • encourages (often enforces) conformity and intolerance of opinion which does not align with the norms of the group
    • wayupnorth
      wayupnorth on 01 Nov 14
       
      But the same is still true for the majority of formal educators (rhizo14 largely excepted) -intolerant of opinions not consistent with their own
  • history is littered with orthodox views
    • wayupnorth
      wayupnorth on 01 Nov 14
       
      These now-discarded doctrines were stepping stones to the "enlightened" doctrines we now hold as the final truths. In their time they represented advancements in thought and tools for exploration (or repression) which previous generations did not possess. Our current theories will inevitably lead to, or be replaced by new paradygms that will make those we now defend appear as "complete nonsense."
wayupnorth

The Internet and Education - OpenMind - by Neil Selwyn - 0 views

www.bbvaopenmind.com/...the-internet-and-education

education internet edtech

shared by wayupnorth on 14 Apr 14 - No Cached
  • First, is the potential of the Internet to offer individual learners increased freedom from the physical limitations of the real world.
  • 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
  • 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.
  • ...4 more annotations...
  • 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.
  • self-directed, non-institutional learning are initiatives such as the hole-in-the-wall and School in the Cloud
    • wayupnorth
      wayupnorth on 14 Apr 14
       
      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?
  • 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.
    • wayupnorth
      wayupnorth on 14 Apr 14
       
      really?
  • elping already engaged individuals to participate further, but doing little to widen participation or reengage those who are previously disengaged
  • wayupnorth on 14 Apr 14
     
    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.
wayupnorth

Wanna do a cMOOC? | doublemirror - 5 views

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

shared by wayupnorth 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.
  • ...10 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.
  • 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".
  • diversity was managed out through a group dynamic that excluded what the majority did not approve
  • I did not see much by way of supporting the importance of diversity in action rather than theory.
  • people left and may have been silenced by a vocal minority
  • gossiping about other participants
  • 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.
wayupnorth

An Affinity for Asynchronous Learning - Hybrid Pedagogy - 2 views

www.hybridpedagogy.com/...affinity-asynchronous-learning

shared by wayupnorth on 18 Mar 14 - No Cached
  • the possibilities afforded by the new medium
    • wayupnorth
      wayupnorth on 18 Mar 14
       
      This is difficult to imagine for someone who has not experienced the richness of an asynchronous online learning community - and equally difficult to explain TO someone who has not.
  • enormous potential when it works well
    • wayupnorth
      wayupnorth on 18 Mar 14
       
      It only needs to work well a few times. In my experience, the ocasional live interaction does a great deal to "cement" the relationships already formed in asynchrous spaces.
wayupnorth

we don't need no thought control: the deep grammar of schooling | the theoryblog - 0 views

theory.cribchronicles.com/...-the-deep-grammar-of-schooling

education

shared by wayupnorth on 05 Feb 14 - No Cached
  • a constant filtering that exhausts us
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      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.
  • desire for trusted channels
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      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.
  • those channels tend to be corporate or institutional hierarchies
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      Lucky me who discovered MOOCs before our institution caught on to providing channels
  • ...5 more annotations...
  • what would (or do) YOU do in a classroom full of people with devices
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      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/
  • without new ways to conceptualize the work of learning, we end up replicating top-down power and knowledge structures
  • filtering and prioritizing
  • We are skilled
  • but our culture is not giving us the meta-literacies to recognize and value and utilize those skills
  • wayupnorth on 05 Feb 14
     
    Bonnie Stewart on new ways of thinking about education
wayupnorth

Neil Postman - Bullshit and the Art of Crap-Detection | Critical Thinking Snippets - 5 views

criticalsnips.wordpress.com/...-and-the-art-of-crap-detection

critical thinking postman bullshit

shared by wayupnorth on 04 Feb 14 - No Cached
  • wayupnorth on 04 Feb 14
     
    "Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself." Postman's Fourth Law: "Almost nothing is about what you think it is about-including you."
  • wayupnorth on 04 Feb 14
     
    Premise: books is making us stupid #Rhizo14 Jim's reply: not if we employ good crap detectors and keep other conversations going
wayupnorth

Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 7 views

davecormier.com/...cation-community-as-curriculum

shared by wayupnorth on 14 Jan 14 - No Cached
  • 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
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      And some of us are still mainly consuming, jumping in with perhaps superficial content, practicing our engagement.
  • students had the opportunity to enter the community themselves and impact the shape of its curriculum
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      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.
  • if knowledge is to be negotiated socially
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      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.
wayupnorth

A Thousand Plateaus PDF - 4 views

projectlamar.com/...A-Thousand-Plateaus.pdf

rhizome deleuze guittari a thousand plateaus

shared by wayupnorth on 14 Jan 14 - No Cached
Jaap Bosman liked it
  • wayupnorth on 14 Jan 14
     
    629 pages long - if you dare
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