Group items matching
in title, tags, annotations or urlTracking Rhizo15 | Rhizomatic Learning - 6 views
When a Course becomes a Community | Felicia M. Sullivan - 2 views
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"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 literature on CAE (Collaborative Autoethnography) Reflecting Allowed | Reflecting Allowed - 0 views
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collaborative autoethnography
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Mainly this article (Geist-Martin et al) and this book (Chang et al)
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plans to read this open access book on (non-collaborative) autoethnography
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Rhizo 14: Emerging Ambiguities and Issues | Jenny Connected - 1 views
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"This is the fourth and final post in a series which outlines the thinking and planning Frances Bell and Jenny Mackness have been doing in preparation for our presentation - The Rhizome as a Metaphor for Teaching and Learning in a MOOC - for the ALTMOOCSIG conference on Friday 27th June. The first post was - The Rhizome as a Metaphor for Teaching and Learning in a MOOC The second post was - Making Sense of the Rhizome Metaphor for Teaching and Learning The third post was - Principles of Rhizomatic Thinking This final post will cover some of the issues that are emerging from our research data."
Community learning - the zombie resurrection - 1 views
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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 -"
Rhizomatic follower of rhizomes | NomadWarMachine - 2 views
Insight: Picked up a great lesson from the book Turn… by Jason Fried of 37signals - 2 views
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Picked up a great lesson from the book Turn The Ship Around. David Marquet, the author and nuclear sub captain, says you can’t empower people by decree. While you might be able to ask someone to make a decision for themselves, that’s not true empowerment (or true leadership). Why? Because you’re still making the decision to ask them to make the decision. That means they can’t move, or think, or act without you.
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I use an approach to teaching created by Ian Cunningham in the 90s called Self Managed Learning. The quote reminds me of a dear mentor of mine when I first started teaching on my Masters programme; she would say that the biggest paradox in what we were doing with the students came to life when in answer to us saying ' What do you want to learn?' they said 'I want you to tell me' Yes, we are always making the decision to ask them to make the decision. In my experience the dynamic shifts pretty quickly when they get we mean it when we say ' you decide the 'wha't and we will help with the 'how''. it is about owning the power the role inherently carries and using it to encourage self-direction rather than boosting it further…may be?
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The Power of Networks-Video + Links #rhizo14 - 0 views
the accidental technologist » Blog Archive » The Way of the Rhizome #h817open - 4 views
X-Change Lab: Learning through Disruptive Technologies - 0 views
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If the question concerning where technologies come from must be understood within a political context, how are we then to understand the agency of technology? Should it be approached from a deterministic point of view or are we, since it's a question about political processes, still in control?
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it is about rhizomatic education,
Welcome in this group - 2 views
Sharing sources on rhizomatic learning is easy in a Diigo group. And comments on sources or discussions are also possible. Diigo has some Help files. I would like to make you all moderators with ...
The Right Question Institute - 0 views
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Seems to me that building agency and self-efficacy in a rhizomatic learning environment is understanding what your want to learn about. What is your line of inquiry and what is your goal. I love this organization because it focuses on that very simple step of knowing how to ask a question and then figuring out how to answer it.
cathellis13 Post - 5 views
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Pingbacks:I found: http://uncontente.weebly.com/2/post/2014/01/bonus-but-not-yet.html http://jennymackness.wordpress.com/2014/01/23/the-community-is-the-curriculum-in-rhizo14/ http://nomadwarmachine.wordpress.com/2014/01/24/the-privilege-of-academia/ http://fearlesstech4teachers.wordpress.com/2014/01/25/a-jagged-little-pill/ http://x28newblog.wordpress.com/2014/01/25/d-g-and-connectivism/
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more: http://jennymackness.wordpress.com/2014/01/26/the-messiness-of-rhizomatic-learning-words-steal-my-intent/
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No! You should not do DS106 | doublemirror - 0 views
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What have you changed you mind about recently and why?
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the greater the tension, the greater is the potential. Great energy springs from a correspondingly great tension of opposites
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DS106 subscribes to what Cormier calls ‘community as curriculum’
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Rhizomatic Rounds - YouTube - 0 views
The Medium Is The Meaning We Consume and Create ... Together | Wirearchy - 0 views
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"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."
A new view on lurkers | Harold Jarche - 2 views
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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."
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