#Rhizo15

'Power' in its most generic sense simply means the capacity to bring about significant effects: to effect changes or prevent them. The effects of social and political power will be those that are of significance to people's lives. When these effects of power are such as to affect people's interests adversely we speak of power being held or exercised over them - and the social scientist's quest is to try to reveal what this involves. There are other ways of identifying social and political power: for instance, as collective power to achieve shared goals (as when people co-operate to promote a cause or pursue a campaign), or as positive or beneficent power, where power serves others' interests "

'Power' in its most generic sense simply means the capacity to bring about significant effects: to effect changes or prevent them. The effects of social and political power will be those that are of significance to people's lives. When these effects of power are such as to affect people's interests adversely we speak of power being held or exercised over them - and the social scientist's quest is to try to reveal what this involves. There are other ways of identifying social and political power: for instance, as collective power to achieve shared goals (as when people co-operate to promote a cause or pursue a campaign), or as positive or beneficent power, where power serves others' interests "

"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 …"

"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 …"

"We all practice daily curation that is more or less creative. In the instant of clicking on a link, you forge a connection. As you rifle through your feed-loads, snatching up the most appetizing headlines, you cause collisions. You select a bit of content out of a boundless pile, scanning or storing it for later, and you recover or reframe value. If you choose to share what you've found, you provide commentary and context. In these automated ways, habits of curation create your online identity."

"We all practice daily curation that is more or less creative. In the instant of clicking on a link, you forge a connection. As you rifle through your feed-loads, snatching up the most appetizing headlines, you cause collisions. You select a bit of content out of a boundless pile, scanning or storing it for later, and you recover or reframe value. If you choose to share what you've found, you provide commentary and context. In these automated ways, habits of curation create your online identity."

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 -"

"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?"

A powerful look at what unfolded

over correlaties die volstrekt niets met elkaar te maken hebben en toch heel hoog correleren. On spurious correlations

group hazards

hazards of group work

open scientific publications

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.

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

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.

"The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."

"The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view. This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."

"In my teaching, I stress the importance of the creative process over the product, but the impact of how or when this shift in understanding takes place came into sharp focus only recently. In preparation for the final of my Studio Design{ course, I took my class to the study Room at the RISD Museum to view a portfolio of paper folding structures by the artist Tauba Auerbach. The Complex structural and color interactions in the portfolio make it a favorite to show[….] instead of witnessing surprised joy, I watched a roomful of heads and shoulders slump in desperation. I was startled to realize the little more than half-way through their first semester, my students were projecting themselves into this portfolio not with the passive eyes of spectators, but with the knowledge of makers. No longer just an end product to them, this portfolio now embodied hours of toil and experimentation, trial and error, measuring and calculating. Seeing it demonstrated to the students that if they wished to make successful work they needed to build up their creative muscles." Page 37