they should just come and watch and stop wasting my time with the idiotic managerialist systems
Contents contributed and discussions participated by wayupnorth
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Dave who? - un content ed - 1 views
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I find it easier to be kind and open hearted in class than at home sometimes
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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."
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Who is in #Rhizo15? - 2 views
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form to enter data is at https://downloadmylearning.wordpress.com/2015/04/18/the-people-at-the-nodes/
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The grassroots of learning | E-Learning Provocateur - 2 views
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encourages (often enforces) conformity and intolerance of opinion which does not align with the norms of the group
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history is littered with orthodox views
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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."
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The Internet and Education - OpenMind - by Neil Selwyn - 0 views
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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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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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Wanna do a cMOOC? | doublemirror - 5 views
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Matthias Melcher – he made it so easy to follow everyone’s blogs
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power is not due to the technology or its design, but to the actual people involved
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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.
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So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
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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.
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If my need for inclusion had been high, then I think I would have felt excluded from what some called Rhizo14FB.
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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;
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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.
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but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
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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.
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An Affinity for Asynchronous Learning - Hybrid Pedagogy - 2 views
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the possibilities afforded by the new medium
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enormous potential when it works well
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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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desire for trusted channels
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those channels tend to be corporate or institutional hierarchies
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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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but our culture is not giving us the meta-literacies to recognize and value and utilize those skills
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Neil Postman - Bullshit and the Art of Crap-Detection | Critical Thinking Snippets - 5 views
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"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."
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Premise: books is making us stupid #Rhizo14 Jim's reply: not if we employ good crap detectors and keep other conversations going
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Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 7 views
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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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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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