#Rhizo15

Maureen collects lots of stuff from rhizo14 here

Week 4 response to question about community and curriculum. I introduce the course as gift community idea after Hyde's 1983 Gift Community.

"Good ideas will also look like bad ideas because they go against social norms." We need more "bad ideas" in education!

Cool tool for "turning quotes into masterpieces.". @Mdvfunes recommends.

Beautiful example of community learning with many-to-many creating together!

I'd say Dave made himself dispensable ;-) See Comments, too.

"Imagination is bigger than identity." --- Elif Shafak, novelist Look at identity and cultural belonging. Connection to community learning?

Impressive words to visuals

Rhonda waxes poetic about rhizomes and time to learn.

"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. "

I'll preface with Stephen Downes's commentary in Feb 14 OLDaily. His question about what kind of undergraduate degree is needed for today and the future and how we might best prepare students has #rhizo14 all over it ;-) This came out about a month ago but according to my logs I haven't mentioned here yet, so here goes. First, let me quote Laurillard's five myths: the idea that 'content is free' in education that students can support each other that Moocs solve the problem of expensive undergraduate education that MOOCs address educational scarcity in emerging economies that Education is a mass customer industry The essence of her criticism is that "a course format that copes with large numbers by relying on peer support and assessment is not an undergraduate education... it requires personalised guidance, which is simply not scalable in the same way." I think we both agree that MOOCs - even cMOOCs - are not an undergraduate education. The question, though, is broader. Is an undergraduate education what we need in order to meet the social and economic challenges of the day? If we started our students off differently, could they succeed in a technology-rich environment wihtout the need for so much personal attention and hand-holding? A lot rides on the answer to this question. And the MOOC - even the xMOOC - is an attempt to look at some possible answers.

Interesting infographic. Note books in wisdom category. Some will argue, heh?

Dynamic critical reflection on #rhizo14 specifically and MOOCs in general. "Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself."

Bonnie Stewart response to Week 4 question: Do books make us stupid.