Rhizomatic Learning (Rhizo14) Survey - 0 views
INTERNET POEMPATHY | Thinking Out Loud - 1 views
The Firestarter | Virtually Foolproof - 1 views
The Secret Is To Have A Stupid Idea - Business Insider - 0 views
Stagnation (a cranky post) « Lisa's (Online) Teaching & History Blog - 2 views
Recite - 0 views
Media Rhizome: How Voice Can Transform a Composition « Kevin's Meandering Mind - 0 views
The Main Responsibility of Teachers? Make yourself dispensable! | Reflecting Allowed - 0 views
About | Simply Elfje - 2 views
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An ‘Elfje’ counts as five sentences. Line 1. One word. This word symbolizes a colour or feature. The word symbolizes the atmosphere. Line 2. Two words. These are something or someone with this colour or feature. Line 3. Three words. Giving more information about the person or the object. You describe where the person or the object is, who the person or what the object is, or what the person or object is doing. This sentence usually starts with the word ‘he’, ‘she’ or ‘it.’ Line 4. Four words. Here you are writing something about yourself in relation to the person or the object. This sentence is your conclusion. Line 5. One word. This word is called the ‘Bomb.’ It is the essence of the poem.
Identities -- TED Radio Hour : NPR - 0 views
Reflecting, recollecting, research - Auf wiedersehen #rhizo14 | Francesbell's Blog - 0 views
Rhizomatic Rounds - YouTube - 0 views
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. "
Five myths about Moocs | Opinion | Times Higher Education - 0 views
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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.
Data, Information, Knowledge, Wisdom? | Information Is Beautiful - 0 views
do you know networks? on leaving the Garden of Eden | the theoryblog - 0 views
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