I’m finding it impossible to escape the thread of ‘ego’ running through the last ten days.
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Rhizo14 MOOC Research Storm - Ma Bali, Google Drive - 1 views
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Thoughts about the #Rhizo14 MOOC Research Project? INTRO BY MAHA: We can EACH have our own research agenda and work together to support each other in making it work for this course. This might mean four or five or ten different research questions led by different people, and supported by as many of us as are interested in the other's question. I see already we are on the path to a rhizomatic research approach that is not unidirectional and slightly chaotic but has such rich potential. This would hopefully result in different research projects and publications that each give a different perspective on rhizo14. A metaphor i like is "crystallization" - like a crystal, u can look at it and illuminate it from different angles and see totally different things. Would be beautiful to have this about #rhizo14.
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Ego and The Swarm | teachnorthern - 1 views
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Independent learning is tough. Independent thinking even tougher.
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I agree and I want to add that the task of interdependent learning and thinking is even harder. It is so hard for me that I am not sure I am even doing it. I trust that this share annotation is one simple way of doing interdependence. The hard part is figuring out what is happening in the mix that rises above the mix. What is the reintegration that happens as we bake our variety into the cake? What is the final baked product?
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I’ve thought about Tragic Life Stories (actually the name of a department in WH Smith) and the way in which they dominate not only TV and popular news media, but stories about adult learning too.
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I file this under 'everybody's a critic'. Each of us has a set of personal and professional filters for the buzzing profusion of life that pushed into us every day. The tabloid filter is quite simple; it bleeds, it leads. There are lots of schema (some might call them assumptions or presumptions). Diversity is good--a presumption. Dependency is bad--a presumption. The problem with all of these presumptions is that they are habitualized into near-instinct quick filters. Hence, the birth and perpetuation of the blindspot. Dammit.
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I want a dialogue that begins, “I can’t do this thing you asked me to do, in this timeframe,” and continues with, “What are you assuming, that is stopping you meeting the deadline?” – designed to search only for a strategy to get past whatever barrier has set itself in the way.
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This is heavy pull here. The filter/value of keeping deadlines is self-referential. You make the filter because that cog is needed to fit into the larger machinery of the institution. You must have deadlines in order to have order within the term or semester. We wouldn't want to treat others unfairly, unequally (even more filters). Thus the system creates the circular logic that justifies the values of the system. The heavy pull is to dump the trash can that holds the whole mess together and say, "Well...it's a mess. Let's try something else." What you are asking for is the right to be messy. The system struggles against such illegibility. Mightily. So mightily that subversion (one of the tools of messification) is inevitable and iconoclasm becomes a way of life in that system. Or we become 'silent runners'. Does this analysis seem true to what you are saying? I ask in the spirit of interdependence.
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Bernard Williams ‘fetish of assertion’
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So, released from time to time from the imperative to obey my ego, I walk happily into the swarm.
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Books - them selfish creatures #rhizo14 | Little did I know... - 0 views
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every time you read it,
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it’s also about the making of the fire, the way the young ones distribute themselves around the circle, with maybe the older ones sitting right and left of the tribe elder, it’s what they eat or drink during the gathering, it’s what they wear, and maybe, most importantly, it’s the coarse voice of their elder, telling them their own story almost musically, the tempo of the words, one after the other, and the curious questions that the young ones might ask, generating an increased understanding of their tribal identity, of their unity as a group – a network of people.
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Trebor Scholz (ed.): Digital Labor: The Internet as Playground and Factory (2012) - Mon... - 0 views
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"Digital Labor calls on the reader to examine the shifting sites of labor markets to the Internet through the lens of their political, technological, and historical making. Internet users currently create most of the content that makes up the web: they search, link, tweet, and post updates-leaving their "deep" data exposed. Meanwhile, governments listen in, and big corporations track, analyze, and predict users' interests and habits. A collection of essays offering a wide-ranging account of the dark side of the Internet. "
Do Profs Own Their Own MOOCs? A Halftime Report from #FutureEd | HASTAC - 0 views
www.hastac.org/...moocs-halftime-report-futureed
social media elearning education rhizome rhizo14 #rhizo14 MOOC networks #FutureEd
shared by Vanessa Vaile on 27 Feb 14
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Rhizomatic Learning (Rhizo14) Survey - 0 views
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The Grateful Dead School of Business - 99U - 0 views
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(100) Rhizo14 Discussion Thread - 0 views
www.facebook.com/...319584394867344
collaboration #rhizo14 connectivism group dynamics cooperation networks
shared by Vanessa Vaile on 17 Jun 14
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"Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
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"Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
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"Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
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Cooperation vs Collaboration - cloudhead - 0 views
cloudhead.headmine.net/...cooperation-vs-collaboration
collaboration networks connectivism #rhizo14 group dynamics
shared by Vanessa Vaile on 17 Jun 14
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"We often use these words interchangeably, but they represent fundamentally different ways of contributing to a group and each comes with its own dynamics and power structures that shape groups in different ways …"
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"We often use these words interchangeably, but they represent fundamentally different ways of contributing to a group and each comes with its own dynamics and power structures that shape groups in different ways …"
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Ethics and soft boundaries between Facebook groups and other web services | ... - 0 views
francesbell.wordpress.com/...-groups-and-other-web-services
#PFR ethics facebook groups web services blog-post social media #rhizo14 group dynamics
shared by Vanessa Vaile on 17 Jun 14
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Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help
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anyone who has the link to an open Facebook group post or comment, can share it inside or outside Facebook, and it can be opened by any Facebook (not just group) member.
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participants who are not Facebook members are excluded from sight of posts in the Facebook group, whilst a very large number of Facebook members who have never heard of rhizo14 could check it out if you sent them the link
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The rhizo14 MOOC offers no explicit written norms, behavioural or otherwise, and the strapline for the FB group is “An attempt to create a feed for Rhizomatic Learning posts from around the web.”
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a number of people (significantly less than the full 240 ish membership) regard the group as a semi-private backchannel
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The implicit norms on lurking in the FB group are to some extent discernible, but the norms on other behaviours sometimes seem to be taken as read by some active members of the group.
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Teachers and moderators can model ethical behaviour, and communities usually engage with norm-building online where misunderstanding is not uncommon. Overt moderation and norm-building activities have been generally absent from rhizo14 in general and the FB group in particular
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A lot of sharing goes on at rhizo14, and there is a sense that openness is a value of rhizo14. The remix culture has been very evident in rhizo14, and creativity and remix
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Communities of Practice literature and others have identified the importance of the boundary in the propagation of knowledge. The facility for stuff and people to cross boundaries presents great opportunities, but with these come tricky questions of how we share and what we do with what is shared
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A great set of ‘rules’ that has helped sharing is Creative Commons Licenses, not always enforceable but signifying intent in a sharing and use context
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A dilemma presented by research data sharing is current at rhizo14 FB group, and raises, for me at any rate, some very interesting issues about how we do Open Research
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the issue of ethics of use of open/closed data for research purposes in rhizo14 at the time it became clear that a group doing auto-ethnography, and a group of which I am a part were both doing research around rhizo14
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sharing our ethical stance with others can help our moral agency within a network of human and technical agents. I am not thinking of a set of rules but rather our expectations and ethical stance that we could share with other moral agents
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ome participants seem to assume there is a ‘common decency’ approach to the use of ‘open’ information
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An important element of the digital moral agent’s backpack to complement their ethical literacy is the digital literacy of having an active understanding of the ethical and other implications of using a digital space/service for communication
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the more open the use and sharing of information, the more important it is to clarify how we expect that information to be used
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state our expectations and promote discussion of expectations within a group as starting point, then we may be able to minimise but not eliminate problems
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“when you engage online in equally public settings such as on someone’s Facebook Wall, the conversation is public by default, private through effort.” (boyd, danah. 2010. “Making Sense of Privacy and Publicity.” SXSW. Austin, Texas, March 13).
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"As part of a MOOC on rhizomatic learning that performs itself in many different spaces (Facebook, P2PU, G+, Twitter and others), I am a member of an 'open' Facebook group. It is endlessly fascinating, and has given me a lot of scope for reflection about back channels and the exchange of information between open and closed spaces. Of course, I say that as if a space could be categorised as open or closed: it's often a lot more complicated than that, acted out by technical aspects of the space and by the agency of the people who interact there. Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help."
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"As part of a MOOC on rhizomatic learning that performs itself in many different spaces (Facebook, P2PU, G+, Twitter and others), I am a member of an 'open' Facebook group. It is endlessly fascinating, and has given me a lot of scope for reflection about back channels and the exchange of information between open and closed spaces. Of course, I say that as if a space could be categorised as open or closed: it's often a lot more complicated than that, acted out by technical aspects of the space and by the agency of the people who interact there. Facebook groups can be open, closed or secret, the meanings of these being laid out in the Facebook help."
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Dave who? - un content ed - 1 views
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they should just come and watch and stop wasting my time with the idiotic managerialist systems
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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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rhizo15 network graph - 3 views
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Teaching Beyond Tropes: Subjective-Learning Subjugated-Objectives Subversive-Subjunctives - 5 views
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Subjective-Learning Subjugated-Objectives Subversive-Subjunctives
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Subjective
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subvert or overthrow, destroy, or undermine
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These include statements about one's state of mind, such as opinion, belief, purpose, intention, or desire.
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how our "design" is experienced by any one learner is as unique as a fingerprint, and impeded upon by the scars we have collected throughout our coarses and courses and curses.
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entryway into possibility.
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ridden like a wild bronco while you laugh maniacally.
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Click here for your summative assessment.
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Kevin, I've been doing the subjective learning thing on my own for a very, very long time. Not coming to Vance Steven's multiliteracies, connectivist moocs or any open online courses as a "practicing" academic or educator (except in free range, heutagogical sense), I start with making my own subjectivity alignment -- if only to feel at least somewhat less the total outlier. Besides, isn't all learning is idiosyncratic and subjective?
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Deleuze for Developers: Deterritorialization - 2 views
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this diagram of the assemblage
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writing style that they probably find opaque
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This process is called 'deterritorialization.’ Healing the lines, repairing them, and re-containing the boundary is called 'reterritorialization.’
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Obviously, the Twitter-assemblage is interconnected with a ton of other assemblages that represent other services.
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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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Theoretical foundations of learning environments first ed / edited by David H. Jonassen... - 2 views
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Second Edition (2012) available from Routledge Preface This book is about the learning theories that provide the foundation for the design and development of open-ended learning environments (defined in Chap. 1). During the 1990s, we have witnessed a convergence of learning theories never before encountered. These contemporary learning theories are based on substantively different ontologies and epistemologies than were traditional objectivist foundations for instructional design. This book is intended to provide an introduction to the theoretical foundations for these new learning environments for instructional designers, curriculum specialists, mathematics and science educators, learning psychologists, and anyone else interested in the theoretical state of the art. Edited April 8/14 by Scott J. Dropped the chapter list and replaced with a sample from the section on self-directed learners: Self-Directed Learning and Self-Regulation Theory Chapter 11 Learning Communities: Theoretical Foundations for Making Connections Janette R. Hill "As indicated throughout this chapter, learning is "strongly influenced by setting, social interaction, and individual beliefs, knowledge, and attitudes" (Dierking, 1991, p.4). This is particularly important to keep in mind while turning attention to the individual within the learning community. While there is often a focus on the collective that is the learning community, individuals are the foundation that enable the community to form. Two theories can help guide our understanding of how to support learners within the context of a learning community: self-regulated and self-directed learning. Self-regulation encompasses a variety of individual characteristics, including self-efficacy, motivation and metacognitive skills. Each characteristic has been studied to various extents (see, for example, Lim & Kim, 2003; Oliver & Shaw, 2003; Song & Hill, 2009), with the majority of the studies indicating that all
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Communications & Society: Prepositions as the Rhizomatic Heart of Writing - 0 views
idst-2215.blogspot.com/...ns-as-rhizomatic-heart-of.html
communications rhizo14 rhizomatic learning blog-post prepositions syntax language use autoethnography
shared by Vanessa Vaile on 05 Sep 14
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conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'-
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I had an intuition that prepositions, and prepositional-like elements, might be the linguistic engines that power the rhizome in language.
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Terry Elliot wrote a post GOODBYE, CLASSROOM. HELLO, CONNECTION JUKEBOX. that claims we are all "a magnificent and unique filter for the world
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Then, two people mentioned their attention shifting from nouns to verbs, Frances Bell in a comment on Maha Bali's wonderful post Network vs community – cc #rhizo14 autoethnog and Aaron Davis's post PLN, a Verb or a Noun?
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They could mean multiple things at the same time. They violate Aristotle's principle of the excluded third.
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"I never expected to be writing about prepositions, but it's the approach I've decided to take with the Rhizo14 auto-ethnography, so I want to sketch what I think I'm doing and why and how I'm doing it. This is a preliminary sketch, so expect abrupt turns of the page and new, emergent directions. In rhizomatic terms, expect lots of deterritorializations and reterritorializations. If you've ever heard the ruffle and rush of a covey of quail scattering in the cold, steel-blue dawn, then you're ready. I became interested in the rhizomatic potential of prepositions after reading the conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'--an argument for considering prepositions, rather than the conventionally emphasized verbs and substantives, as the linguistic keys to understanding human interactions." "
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