exchange of information between open and closed spaces
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Between the By-Road and the Main Road: Curated Bibliography of Texts about Rhizomatc Le... - 1 views
maryannreilly.blogspot.fr/...bliography-of-texts-about.html
bibliography rhizo14 rhizomatic learning
shared by Vanessa Vaile on 04 Aug 14
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"A few weeks ago a friend, Renee, from NH emailed me to ask if I would mentor her for her individualized learning portion of her dissertation. She attends Antioch University and is in the process of earning her PhD in Leadership and Change. I was of course thrilled to be a part of this venture especially as she is thinking about rhizomatic leadership which I am keen to think about and theorize alongside Renee. We will work together for the next 4 to 6 months. Below is the start to some readings we may well do (we'll see what surfaces). Thought I would share this curated list."
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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."
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Coherent communities - 0 views
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range of #rhizo14 ties ➜ ⬆diverse complexity HT @joseluisserrano: "Coherent communities" « @catherinecronin http://t.co/llAmCQoCOw
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range of #rhizo14 ties ➜ ⬆diverse complexity HT @joseluisserrano: "Coherent communities" « @catherinecronin http://t.co/llAmCQoCOw
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P2PU Talks: Dave Cormier on How to Build Learning Communities - YouTube - 0 views
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ICYMI ~ video @P2PU Talks: @DaveCormier on How to Build Learning Communities, https://t.co/VqnpvKYqhG #rhizo14
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ICYMI ~ video @P2PU Talks: @DaveCormier on How to Build Learning Communities, https://t.co/VqnpvKYqhG #rhizo14
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RT @dogtrax: Remixing Dave (tinkering with the YouTube remix button) http://t.co/pZ7p2i... - 0 views
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RT @dogtrax: Remixing Dave (tinkering with the YouTube remix button) http://t.co/pZ7p2iLbmM #rhizo14 @davecormier
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RT @dogtrax: Remixing Dave (tinkering with the YouTube remix button) http://t.co/pZ7p2iLbmM #rhizo14 @davecormier
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Books - them selfish creatures #rhizo14 | Vanessa's Blogueria - 0 views
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Books - them selfish creatures #rhizo14: VanessaVaile:I was working with Sam Armistead (this post would have e... http://t.co/Pj70RQUV96
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Books - them selfish creatures #rhizo14: VanessaVaile:I was working with Sam Armistead (this post would have e... http://t.co/Pj70RQUV96
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Deleuze and Guattari, "Rhizome" annotation by Dan Clinton - 0 views
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"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "
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"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "
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"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "
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What do you mean by 'collaborative learning'? - 0 views
halshs.archives-ouvertes.fr/...Dillenbourg-Pierre-1999.pdf
deleuze #rhizo14 rhizome collaboration group dynamics
shared by Vanessa Vaile on 17 Jun 14
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"This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science. The series was part of a research program entitled 'Learning in Humans and Machines' (LHM), launched by Peter Reimann and Hans Spada, and funded by the European Science Foundation. This program aimed to develop a multidisciplinary dialogue on learning, involving mainly scholars from cognitive psychology, educational science, and artificial intelligence (including machine learning). During the preparation of the program, Agnes Blaye, Claire O'Malley, Michael Baker and I developed a theme on collaborative learning. "
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"This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science. The series was part of a research program entitled 'Learning in Humans and Machines' (LHM), launched by Peter Reimann and Hans Spada, and funded by the European Science Foundation. This program aimed to develop a multidisciplinary dialogue on learning, involving mainly scholars from cognitive psychology, educational science, and artificial intelligence (including machine learning). During the preparation of the program, Agnes Blaye, Claire O'Malley, Michael Baker and I developed a theme on collaborative learning. "
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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."
MOOCs - A Tsunami of Promises | popenici - 0 views
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Giving and Receiving Peer Advice in an Online Breast Cancer Support Group - 0 views
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Elizabeth Sillence. Cyberpsychology, Behavior, and Social Networking. June 2013, 16(6): 480-485. doi:10.1089/cyber.2013.1512. Published in Volume: 16 Issue 6: June 10, 2013 Published in Cyberpsychology, Behavior, and Social Networking Advice has been defined as "opinions or counsel given by people who perceive themselves as knowledgeable, and/or who the advice seeker may think are credible, trustworthy and reliable," (pp. 519).11 This definition highlights the difficulties involved for both parties in managing the interaction. For the advice seeker, asking for advice is in a way undermining their identity as a competent person, playing down their own knowledge and abilities while the advice giver has to demonstrate they are worthy of offering advice. Advice givers also have to pay attention to the cues of the advice seeker. They have to be sensitive to their needs, even recognizing that advice is being sought. The way that the advice is presented is crucial as well if the giver is to succeed in passing on his or her way of thinking on the topic. The context may require that the advice giving is mitigated. Locher and Hoffman suggest that such mitigation occurs in the form of humor or through the use of lexical hedges such as "maybe" or "perhaps." While relatively little research has examined "peer" advice online, it does seem that the extent to which advice exchange is seen as an important or even defining aspect of a community varies between forums. In a study of an online support group for depression, Lamerichs found advice exchange was not seen as central to the community's functioning,5 while Kouper, in a recent study of an online motherhood forum, noted that offering and receiving advice was an important type of social interaction within that community.14 The structural and pragmatic features of the advice exchange process are one indicator of its value within the online community.
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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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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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I agree with you that Dave is defferent from S.D. and rhizo should be described with Dave's terms
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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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diversity was managed out through a group dynamic that excluded what the majority did not approve
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I did not see much by way of supporting the importance of diversity in action rather than theory.
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gossiping about other participants
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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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I hope that after my comment on my blog this feeling has eased in you. I absolutely did not intend to disapprove or dismiss any individual. I disagree with some of the choices made in design and educator intervention precisely because I feel they closed down the possibility of having a space where multiple perspective could be held openly without the need for filtering through an agree/disagree frame. This led to people who we could all have learnt from leaving and I was sad about this. Also - just for clarity I was not at all dissatisfied with the course. It was set up as an experiment and I love experiments. I was dissatisfied with our human inability create more silence and space for listening and the compulsive drive to talk. Nick put it beautifully in his blog: "that kind of dialogue. It is a way of being that one has to learn, but seems to me to be integral to what we might call "deep" learnign. The word retreat is interesting, one of the first pre-requisites of that dialogue is to shut up and listen. Online you are largely characterised by the noise you make, the text you generate. Silence online transmutes to a lack of presence, and described as "lurking". Lurk has too many negative associations to be reframed. But we do have the right to remain silent! Another issue, as you observe, is that dialogue is not transactional, but online interaction does very often seem to devolve to that kind of behaviour…" http://avisodemiranda.wordpress.com/2014/02/14/marram-grass/ I chose to create the space I needed for learning and this may be meant I chose 'no intervention' when intervention may have benefitted us all. I need to take time to reflect on this. I will leave it here for now, let's see if this is a space for us to engage before I spend any more time here :)
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Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
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I recognise this clearly from my
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You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
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to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
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A Guide to the Building Blocks of Online Learning for Faculty - 0 views
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Deals with the reality of distributing quality education to most of the people in the world. "DRIVERS OF CHANGE IN THE WAY WE TEACH AND LEARN The increasing recognition the world over of the central role that post- secondary education plays in social and economic success has resulted in many drivers for change, including the following which have been identified by Bates: 1) An increasing demand for college and university places 2) Changing demographics (more older and part-time students) and more learner diversity (broader intellectual, language and cultural ranges) 3) Growing numbers of students at ease with new technologies and social media who are demanding the same sort of flexibility and access from post-secondary education that they already enjoy in their daily business and social interactions. 4) Pressures on institutions to be more open and accountable 5) Recognition of society's needs for skilled knowledge-based workers and the associated focus on learning outcomes indicating the extent to which graduates have such requisite skills as critical thinking, problem-solving, communication, independent learning, and the ability to work in a variety of contexts, to work in teams and to navigate cultural differences. 6) Research evidence of the effectiveness of more interactive approaches to learning that engage students more intensively 7) The continuing evolution of Web-based technologies which make knowledge much more accessible and bring learners together without the constraint of time or place..."
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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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The Medium Is The Meaning We Consume and Create ... Together | Wirearchy - 0 views
wirearchy.com/...we-consume-and-create-together
rhizo14 rhizomatic learning McLuhan community as curriculum meaning
shared by Vanessa Vaile on 19 Mar 14
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Ana Cristina Pratas liked it
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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."
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Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained a... - 2 views
reforma.fen.uchile.cl/...ironment%20-%20Puntambekar.pdf
scaffolding explanation communication rhizo14
shared by Scott Johnson on 19 Mar 14
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Ana Cristina Pratas liked it
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Found this paper useful for clarification of what makes good scaffolding. My original intro to the subject focused on the notion of threshold concepts which can reside too far into an expert domain for getting students engaged. Definition: "adult controlling those elements of the task that are essentially beyond the learner's capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence" Do not defeat learning by going too far out into the unfamiliar. "Scaffolding is no longer restricted to interactions between individuals-artifacts, resources, and environments themselves are also being used as scaffolds." "...six types of support that an adult can provide: recruiting the child's interest, reducing the degrees of freedom by simplifying the task, maintaining direction, highlighting the critical task features, controlling frustration, and demonstrating ideal solution paths." "Central to successful scaffolding is the notion of a shared understanding of the goal of the activity. Although some elements of the activity may be beyond what the child could accomplish in working alone, intersubjectivity (Rogoff, 1990; Wertsch, 1985), or a shared understanding of the activity, is considered critical. Intersubjectivity is attained when the adult and child collaboratively redefine the task so that there is combined ownership of the task and the child shares an understanding of the goal that he or she needs to accomplish."
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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