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Terry Elliott

Rhizomatic learning, knowledge and books | Jenny Connected - 0 views

jennymackness.wordpress.com/...c-learning-knowledge-and-books

shared by Terry Elliott on 06 Feb 14 - No Cached
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  • don’t throw out your books
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      Perhaps it is not the books themselves but the power we grant them just because they are books. There are lots of reasons why we did this: they were the best technology available for carrying information, they are the tools of power for status quo and revolutionary alike, they have are now the traditional, default method. Yet we are at the beginning of an age which has other methods that are even more ubiquitous. The mobile device is becoming preeminent because it not only carries words but also images, moving and static, and sounds, ours and others. It is immediate and easily reproducible.
  • Are we going to ignore or throw away our books and so throw away our history? Doesn’t our past inform our present and future?
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      No, we are not going to do that, however we are going to put them in their place. To situate them in the power context, into their new community alongside images and sounds and the digital hierarchy of tools.
  • Iain MacGilchrist’s book – The Master and his Emissary: The Divided Brain and the Making of the Western World.
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      I am a real fanboy of MacGilchrist's book. If you hadn't brought him up, I would have. ;-)
  • ...2 more annotations...
  • he traces how the left hemisphere has grabbed more than its fair share of power
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      Yes and what has been the instrument of that power grab--books. Cormier's distrust comes from the valorization of yet another master of the holist part of our mind. Books are colonizers aren't they?
  • We need books, but we also need to engage with them critically. We need text, but we also need to be able to see its limitations. We need abstraction, but we also need embodied learning. We need to exercise both the left and right hemispheres of our brains.
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      I say give books the comeuppance they deserve. Who is the boss of the mind? Mine is reactionary sloganeering here, so let me be less molotov. I, meaning my whole self, am the boss, the master. I am weary of being told and of accepting as writ (holy irony that) that the written word is supreme. I find myself revolting (please no Henny Youngman jokes) against words by my frail attempts to use tools that are decidedly not books--zeega, vine, photography, video, soundcloud, augmented reality--to wrestle control from literacy and return to orality.
    • Terry Elliott
      Terry Elliott on 06 Feb 14
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      On your side Scott would agree that it is not books who are at fault. Please let us not shoot the messenger. It is our use of books and our abdication to their organization, to their legibility that is our downfall.
  • Vanessa Vaile on 10 Feb 14
     
    Reader Response theory comes to mind here too. I see where this is both coming from and headed but my own attitude is, like anyone else's, still very much influenced by my personal reading history. I was an only child and, in a time when families moved much less than now, we moved often because of my father's work with a geophysical crew. I didn't spend entire school year in one place or even the same state until the 5th grade -- did not fall behind because my mother taught me to read early and my father made maths fun with cards, dice and dominoes. Add that all that up -- books spoke to me, were my family and friends. FYI Terry, my father was a storyteller and master punster
Vanessa Vaile

Deleuze and Guattari, "Rhizome" annotation by Dan Clinton - 0 views

csmt.uchicago.edu/...deleuzerhizome.htm

rhizome deleuze rhizo14 #rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • Vanessa Vaile on 17 Jun 14
     
    "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. "
  • Vanessa Vaile on 17 Jun 14
     
    "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. "
  • Vanessa Vaile on 17 Jun 14
     
    "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. "
Cris Crissman

Is books making us stupid? behind the curtain of #rhizo14 | Dave's Educational Blog - 0 views

davecormier.com/...-behind-the-curtain-of-rhizo14

books making stupid dave blog downes

shared by Cris Crissman on 08 Feb 14 - No Cached
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  • Cris Crissman on 08 Feb 14
     
    Stephen Downes' comments in OLDaily, Feb. 7 Is books making us stupid? behind the curtain of #rhizo14 Dave Cormier, Dave's Educational Blog, February 6, 2014 This post actually provides a good overview of the first few weeks of the Rhizomatic Learning course, exploring as it does a set of "challenges" posed by Dave Cormier: Cheating as learning Enforcing independence Embracing uncertainty Is books making us stupid I can certainly be frustrated by some of this sort of discussion - when people express concerns, for example, about "enforcing independence" my reaction is that they just don't know what those words mean. And in another post I've raised some questions about some of the more nebulous aspects of this approach to learning. But I see value in these discussions. And questioning the authority of the book is certainly something I support.
Vanessa Vaile

Books - them selfish creatures #rhizo14 | Vanessa's Blogueria - 0 views

blogueriadevanessa.wordpress.com/...them-selfish-creatures-rhizo14

rhizo14 #rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • Vanessa Vaile on 17 Jun 14
     
    Books - them selfish creatures #rhizo14: VanessaVaile:I was working with Sam Armistead (this post would have e... http://t.co/Pj70RQUV96
  • Vanessa Vaile on 17 Jun 14
     
    Books - them selfish creatures #rhizo14: VanessaVaile:I was working with Sam Armistead (this post would have e... http://t.co/Pj70RQUV96
Vanessa Vaile

The literature on CAE (Collaborative Autoethnography) Reflecting Allowed | Reflecting A... - 0 views

blog.mahabali.me/...-collaborative-autoethnography

collaborative autoethnography ethnography rhizo14 rhizomatic learning blog-post

shared by Vanessa Vaile on 30 Aug 14 - No Cached
  • collaborative autoethnography
  • Mainly this article (Geist-Martin et al) and this book (Chang et al)
  • plans to read this open access book on (non-collaborative) autoethnography
  • ...78 more annotations...
  • open access article by Ellis et al on autoethnography (only skimmed it)
  • Disclaimer: I’m not a methodological purist, I’m an omnivore & a quilt-maker. I don’t even think ethnography believes in methodological purity; the researcher is the instrument even more so if it’s auto
  • So what was MY question?
  • how are people experiencing rhizo14?
  • I am interested in sub-topics of making connections and building community]
  • Why am I interested?
  • I would like to understand how other experienced this MOOC
  • it’s important to note the diverse ways in which the course was perceived by different people
  • I’m interested in what didn’t work. But I am also interested in what did work, and for whom.
  • this knowledge to help influence future designers of connected courses by highlighting the participant experience
  • it will always be partial
  • Geist-Martin et al cite Ellis (2004, p. 30) on autoethnography, and it captures how I feel about this approach
  • “The goal is to practice an artful, poetic, and empathic social science in which readers can keep in their minds and feel in their bodies the complexities of concrete moments of lived experience”
  • collaborative autoethnography rejects the traditional approach of disembodied academic research
  • came out of Chang et al is that there are three broad types of autoethnography
  • the type that emphasizes the auto (closer to autobiography, more narrative)
  • OR a type that focuses on the ethnography part (more analytical, relating one’s own experiences to the wider culture)
  • but any AE contains elements of both
  • I *think* in #rhizo14 we’re attempting something closer to the latter, but what we have at the moment is closer to the former.
  • the practice needs to move beyond mere storytelling in order to be research
  • Autoethnography needs to “use personal stories as windows to the world, through which we interpret how their selves are connected to their sociocultural contexts and how the contexts give meanings to their experiences and perspectives” (Chang et al, p. 18-19).
  • Geist-Martin et al’s & Chang et al’s critiques of their own process – here are some parts I wanted to highlight:
  • They looked for themes across their stories
  • They helped each other clarify certain aspects of each other’s stories
  • They critiqued and recognized ways in which their stories reproduced cultural stereotypes
  • They struggled with how to “cut” parts of their stories in order to make this paper
  • They mention how social activities they participated in, in each other’s lives, influenced how they wrote together
  • They talk about community-building that occurs because of the collaboration on the autoethnography itself
  • They raise ethical issues about how personal narratives actually refer to people outside the narrative itself and the ethics of such story-telling that will get published and scrutinized
  • Clearly, doing autoethnography collaboratively is meant to diversify the viewpoints on a topic, making the interpretation richer and more complex than just one person’s autoethnography. It also, of course, makes it more complicated to do. Easier to start than to finish
  • Chang et al mention 4 key dimensions of CAE:
  • Self-focused
  • Context-conscious
  • Researcher-visible
  • Critically dialogic
  • the more “critically dialogic”  work is, the more it tends towards an analytic/ethnographic rather than evocative/biographical type of research
  • it makes sense to  do evocative research on emotionally sensitive topics, where over-analyzing it might actually lose the essence of what is being researched
  • for tales of abuse, illness, etc., but not for #rhizo14 which is less of an emotionally taxing thing to talk about
  • Some more stuff about CAE:
  • Alternation between solo and group work
  • This part in Chang et al made me laugh because of its vagueness:
  • Chang et al call it an “iterative process”), there’s data collection at the beginning (which can keep happening as gaps are found via group negotiation); there’s data analysis and interpretation (where we seem to be at – and I think that might raise areas of gaps to go find data about or to re-write our narratives about – will explain later); and of course writing.
  • what matters is that I can basically do whatever I want, call it CAE, and set my own criteria for rigor I’m only half-kidding.
  • CAE as an emerging research practice should not be limited to a particular approach or style of representation
  • The authors suggest the following benefits of CAE  (p. 25):
  • collective exploration of researcher subjectivity
  • power-sharing among researcher-participants
  • efficiency an enrichment in the research process
  • deeper learning about self and other
  • community-building
  • this quote (p. 26):
  • “CAE offers us a scholarly space to hold up mirrors to each other in communal self-interrogation and to explore our subjectivity in the company of one another”
  • this quote (p. 28):
  • “This kind of collaborative meaning-making requires that each team members be willing to be vulnerable and open with co-researchers in order to enable the deeper analysis and interrogation that enriches the final product”
  • the challenges of CAE:
  • Risk of incomplete trust to lead to premature consensus-building that compromises the data
  • Apparently quite difficult to do at a distance because of degree of closeness needed
  • Interdependency of research efforts
  • Mutlivocality can make each researcher influenced by the voices of others
  • Team effort
  • Ethics & confidentiality (this prob deserves a post on its own, but I’ll just give it a section here for now)
  • Ethics
  • Authors ask if CAE needs to go through IRB? Ours went through IRB. Not sure if they really understood the extent of what we were doing, but they approved it.
  • The biggest ethical issue I see is that when only indirectly reference others, we may be broaching on their confidentiality
  • We also need to be clear on who gets  access to the data after we write our “report”, and how they can use it
  • We as individual autoethnographers also need to recognize the need to protect ourselves – how much are we revealing about ourselves and is it OK that all of that becomes open to public scrutiny as we publish it?
  • The incident over the use of our data during #et4online by Jen Ross and Amy Collier was a case in point – it is not that simple.
  • Ch 5 of that book about the data analysis side of things
  • emerging coding approach
  • I’ll just come back to one MAIN point that’s running through my mind (well, points, plural, but they are all related):
  • Can we get multiple autoethnogs out of this
  • How do we incorporate  the views of people who wrote narratives in the autoethnog but who are not part of the team currently analyzing the data?
  • CAE implies that only the authors’ stories are told. Now the authors could react to stuff that happened by and with other people, but there are ethical issues in getting to deep with that
  • Can we use some of the other data in the narratives DIFFERENTLY? So not as autoethnog, but as narratives
  • The inherent “connectdness” of it all makes it almost paralyzing to imagine how we can tell our own stories (6-7 of us) without either implicating others, or needing to reference others
  • I usually do ethnography by using any and all data I can; this would mean referencing public blogs, etc.
  • I keep circling back to the same thing, right? There power questions, there are questions of who can tell whose story? There are multiple “others” in the “we” of autoethnography, and what do we do by telling our story and leaving out theirs?
  • What about the people who didn’t even blog visibly or at all, and so have no easy “trace” to find even if we wanted to incorporate their views?
Jaap Bosman

be you book - draft - 1 views

www.slideshare.net/...be-you-book-draft

shared by Jaap Bosman on 12 Jan 14 - No Cached
  • Jaap Bosman on 12 Jan 14
     
    Silly book, very beautiful
Vanessa Vaile

Webs,nets, rhizomes; - 1 views

www.pinterest.com/...rhizome-deleuze-guattari

#rhizo14 Deleuze theory rhizome web essay

shared by Vanessa Vaile on 24 Jan 14 - No Cached
  • Vanessa Vaile on 24 Jan 14
     
    "This board is in support of the web essay incorporating ideas based on the Rhizome chapter in the book by Deleuze and Guattari, A Thousand Plateaus. Check the web essay here: http://assemblagegiraf87.blogspot.co.uk/ NOTE: The chapter of the book is available online: http://danm.ucsc.edu/~dustin/library/deleuzeguattarirhizome.pdf"
Terry Elliott

Insight: Picked up a great lesson from the book Turn… by Jason Fried of 37sig... - 2 views

37signals.com/...reat-lesson-from-the-book-turn

shared by Terry Elliott on 18 Jan 14 - No Cached
  • Picked up a great lesson from the book Turn The Ship Around. David Marquet, the author and nuclear sub captain, says you can’t empower people by decree. While you might be able to ask someone to make a decision for themselves, that’s not true empowerment (or true leadership). Why? Because you’re still making the decision to ask them to make the decision. That means they can’t move, or think, or act without you.
    • anonymous
      anonymous on 18 Jan 14
       
      I use an approach to teaching created by Ian Cunningham in the 90s called Self Managed Learning. The quote reminds me of a dear mentor of mine when I first started teaching on my Masters programme; she would say that the biggest paradox in what we were doing with the students came to life when in answer to us saying ' What do you want to learn?' they said 'I want you to tell me' Yes, we are always making the decision to ask them to make the decision. In my experience the dynamic shifts pretty quickly when they get we mean it when we say ' you decide the 'wha't and we will help with the 'how''. it is about owning the power the role inherently carries and using it to encourage self-direction rather than boosting it further…may be?
  • Terry Elliott on 18 Jan 14
     
    The highlight in the article makes me wonder where the power to learn rhizomatically comes from in the classroom. We can tell students to empower themselves but they can't "move, think, or act without you."
Cris Crissman

Data, Information, Knowledge, Wisdom? | Information Is Beautiful - 0 views

www.informationisbeautiful.net/...a-information-knowledge-wisdom

data visual books wisdom

shared by Cris Crissman on 13 Feb 14 - No Cached
  • Cris Crissman on 13 Feb 14
     
    Interesting infographic. Note books in wisdom category. Some will argue, heh?
Vanessa Vaile

Oral Tradition - 0 views

www.oraltradition.org/

rhizo14 oral tradition Week4 books print culture rhizome CSOT

shared by Vanessa Vaile on 05 Feb 14 - Cached
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  • Vanessa Vaile on 05 Feb 14
     
    Founded in 1986, the Center for Studies in Oral Tradition stands as a national and international focus for interdisciplinary research and scholarship on the world's oral traditions. Our long-term mission is to facilitate communication across disciplinary boundaries by creating linkages among specialists in different fields. Through our various activities we try to foster conversations and exchanges about oral tradition that would not otherwise take place. CSOT publications include the journal Oral Tradition (http://www.oraltradition.org/ot/, 1986-) and three series of books: the Albert Bates Lord Studies in Oral Tradition (1987-96; 17 volumes); Voices in Performance and Text (1995-97; 3 volumes); and, Poetics of Orality and Literacy (2 volumes to date; 2004-). CSOT projects include: ISSOT, International Society for Studies in Oral Tradition, http://issot.org/, and The Pathways Project, http://www.pathwaysproject.org/ Pathways
Cris Crissman

Rewired? Reshaped? Rhizomed? - 1 views

virtuallyfoolproof.com

books rhizomes Shlain Belenky

shared by Cris Crissman on 06 Feb 14 - No Cached
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  • Cris Crissman on 06 Feb 14
     
    Response to Dave's question, Week 4, on books and stupidity.
Vanessa Vaile

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 - Cached
  • Vanessa Vaile on 17 Jun 14
     
    "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. "
  • Vanessa Vaile on 17 Jun 14
     
    "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. "
Cris Crissman

Kobayashi Maru - Wikipedia, the free encyclopedia - 1 views

en.wikipedia.org/...Kobayashi_Maru

kirk ender's game star trek

shared by Cris Crissman on 18 Jan 14 - Cached
  • Cris Crissman on 18 Jan 14
     
    Larry L in Unhangout: My point: Could you blame Captain Kirk cheating in Kobashashi Maru test? I'm really convinced that cheating is an intrinsic part of a damage/broken/unfunctional education system. Cris C -- Now that I know what Kobashasi Maru means, I'd say that Captain Kirk both cheated and hacked his way to success by disrupting the unfair system. Reminds me of Ender in Ender's Game (book/series by Orson Scott Card) who was continually and brilliantly breaking the rules.
Cris Crissman

The Alphabet Vs The Goddess | by Leonard Shlain - 1 views

www.alphabetvsgoddess.com

shlain writing literacy

shared by Cris Crissman on 04 Feb 14 - Cached
  • Cris Crissman on 04 Feb 14
     
    Literacy rewired our brains; will digital literacy free us again? Shlain describes the shift from orality to print as one that upset the balance between men and women resulting in lower political status/power for women and ultimately, patriarchy and misogyny. Fascinating book!
  • Terry Elliott on 04 Feb 14
     
    Gutenberg pause as power grab? In retrospect, you could filter it that way. Hard to imagine (for me anyway) a cabal of men sitting together and saying to themselves, "Now we need to shift to print as way to keep the women down." I can see it as an emergent effect from some other more potent and probably simpler need. Although power is a pretty simple need. Literacy as guild of men only? A boy's treehouse with no girls allowed? Hmmm.
Cris Crissman

Teaching in the Age of Uncertainty « Kevin's Meandering Mind - 2 views

dogtrax.edublogs.org/...hing-in-the-age-of-uncertainty

uncertainty

shared by Cris Crissman on 30 Jan 14 - No Cached
  • Cris Crissman on 30 Jan 14
     
    Kevin uses chapter book Frindle, story of student's campaign to add new word to dictionary, to reflect on the uncertainty of the future and what his students will need to know and be able to do to be successful.
Jaap Bosman

Neil Postman - Bullshit and the Art of Crap-Detection | Critical Thinking Snippets - 5 views

criticalsnips.wordpress.com/...-and-the-art-of-crap-detection

critical thinking postman bullshit

shared by Jaap Bosman on 04 Feb 14 - No Cached
  • by people who use fancy titles, words, phrases, and sentences to obscure their own insufficiencies.
    • Jaap Bosman
      Jaap Bosman on 04 Feb 14
       
      Lots of people do suspect Deleuze of this kind of Crap, I have a feeling they could be right.
  • But with the development of the mass media, inanity has suddenly emerged as a major form of language in public matters.
  • all human communications have deeply embedded and profound hidden agendas
  • wayupnorth on 04 Feb 14
     
    "Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself." Postman's Fourth Law: "Almost nothing is about what you think it is about-including you."
  • ...2 more comments...
  • wayupnorth on 04 Feb 14
     
    Premise: books is making us stupid #Rhizo14 Jim's reply: not if we employ good crap detectors and keep other conversations going
  • Vanessa Vaile on 04 Feb 14
     
    Qualify: books without talking about them, having conversations. Then there are certain categories of academic writing...
  • anonymous on 10 Feb 14
     
    I am somebody who like to go back to sources. Here is the original speech in case some of you may find it useful" http://aquadoc.typepad.com/files/bs_speech_postman-1.pdf
  • Vanessa Vaile on 10 Feb 14
     
    much thanks for the full article -- I like Postman and to go back to sources too
Jaap Bosman

Introduction | Making the community the curriculum - 1 views

davecormier.pressbooks.com/...introduction

rhizomatic learning rhizo14 MOOC

shared by Jaap Bosman on 23 Jan 14 - No Cached
  • Jaap Bosman on 23 Jan 14
     
    Dave Cormier book
Cris Crissman

The medium is the message? | Hit the balloon and comment - 0 views

connectiv.wordpress.com/...the-medium-is-the-message

medium message downes jaap

shared by Cris Crissman on 08 Feb 14 - No Cached
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  • Cris Crissman on 08 Feb 14
     
    Downes's comments in OLDaily, Feb 7: The medium is the message? Jaap Bosman, Hit the balloon, comment, February 6, 2014 Icon "Language needs a medium," said Jaap Bosman. By contrast, to me, language is a medium. "Learning depends on language, the medium (books, blogs) of the language restricts or benefits the learning," he writes. To me, language is only one of the many media we could use to support learning. Becominbg literate in the 21st century means recognizing that literacy applies far beyond language; it's a way of understanding the world.
Cris Crissman

do you know networks? on leaving the Garden of Eden | the theoryblog - 0 views

theory.cribchronicles.com/...-on-leaving-the-garden-of-eden

networks garden eden stewart

shared by Cris Crissman on 11 Feb 14 - No Cached
  • Cris Crissman on 11 Feb 14
     
    Bonnie Stewart response to Week 4 question: Do books make us stupid.
Terry Elliott

Books - them selfish creatures #rhizo14 | Little did I know... - 0 views

clarissabezerra.com/...them-selfish-creatures-rhizo14

shared by Terry Elliott on 06 Feb 14 - No Cached
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  • every time you read it,
    • Terry Elliott
      Terry Elliott on 06 Feb 14
       
      Not so much anymore--Goodreads, social reading of all kinds out there and more rising all the time.
  • 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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