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Terry Elliott

lastrefuge: #rhizo14 - week 2: Seeding independent learning: wrestling with writing - 0 views

lastrefugelmu.blogspot.co.uk/...eek-2-seeding-independent.html

shared by Terry Elliott on 25 Jan 14 - No Cached
Vanessa Vaile liked it
  • wrestling
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      When I taught high school and middle school I was reminded of how I felt after wrestling practice when I was in high school myself. Totally drained in the body.
  • hat ‘fish out of water’ feeling that is the experience of so many non-traditional students in the traditional classroom.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Also felt by teachers in those classrooms.
  • doing the MOOCs really reinforced the need to bring the human back into the physical classroom.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      I find that I drop out of MOOC s that do not have this humanity and do not have opportunities to bond.
  • ...5 more annotations...
  • role plays and simulations in the trad ‘lecture’ time really helped this to happen.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Inspiring me to sponsor some academic play at the beginning of every classroom. So....what does academic play look like?
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      It looks like any other kind of play with flow and sharing and game boards and game pieces.
  • the classes definitely FEEL different
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      I think that without this feel there probably has been no learning. I often ask my students what learning feels like. When this embodied cognition, this snick of the tumblers in a lock feeling, is absent I daresay the reading and writing and academic research have not been integrated, intertwined with not only your own rhizomes but with other rhizomes. I have a post about this struggle here: http://impedagogy.com/wp/blog/2014/01/25/i-know-not-wtf-some-shallow-arboreal-learnage/
  • using creative techniques: drawing, collage, poetry… to help us all to think differently
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      Expanding the academic space. Yes. And expanding our idea of what constitutes play in that space. Inviting everyone in to play.
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      blog, voice, transmedia, iteration, flow, joy, the feeling of climbing and the crossing the divide, failing and banishing fear from the space, playing the fool, online spaces--these are ways to play in an academic space.
  • It all feels too slow and painful. Anyway - once you have improved it a bit yourself - print all of that off - and bring it to the class on Wednesday. We can give you feedback and hopefully help you to the next step!
    • Terry Elliott
      Terry Elliott on 25 Jan 14
       
      My struggle here is an institutional and structural one. How can we play when no matter what it is still my enforced independence, my assignment , my classroom?
Cris Crissman

The Perils of Standardized Testing: 6 Ways It Harms Learning - InformED - 0 views

www.opencolleges.edu.au/...perils-of-standardized-testing

testing authentic Goole Oxygen

shared by Cris Crissman on 04 Feb 14 - No Cached
  • Cris Crissman on 04 Feb 14
     
    "Don't the standards of the classroom prepare us for the standards of the real world?" Thoughtful article making the real world and education connection/ Google Oxygen Study seems real breakthrough. Cathy Davidson says it was for her and it have made big difference in her teaching for more "productive, happily socially-engaged lives."
Terry Elliott

Down the Rabbit Hole | Exploring Digital Culture - 0 views

cathleennardi.wordpress.com/...down-the-rabbit-hole

shared by Terry Elliott on 02 Feb 14 - No Cached
  • “the reader is invited to move among plateaux in any order.”
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      In the #clmooc I helped to facilitate last summer one of the principles that we reiterated in welcoming posts was that of invitation. Not just any invitation, but invitation anywhere and any time. The course/collaboration had no beginning in that all who came to it brought with them a history that powered them like an artesian well. The cMOOC has also had no end either. It still exists and is used and is bring those who are and were a part of it into other worlds like #rhizo14.
  • A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.  (Deleuze & Guattari, A Thousand Plateaus.  P. 25)
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      Sometimes my familiarity with the the fact of real rhizomes saps the metaphor's usefulness. I understand that D & G are talking about power relationships, but in a way that makes no sense at all when discussing 'whole things'. There are power relationships in biological beings, but all the parts are pulling toward the imperative of surviving. So...I have been working through the uncertainty of applying this vague theoretical scaffold into the learning space of the classroom. Now that is where the idea of being always in the middle makes sense, suspended across to learners as a bridge and at the same time walking across other's bridges.
  • forever in flux.
  • ...6 more annotations...
  • Lines of Flight:  Deleuze and Nomadic Creativity,
  • Maureen Maher
  • Knowmadic thinking is “exposing metaspaces in between each, opening new opportunities for new blends of formal, informal, non-formal and serendipitous learning. As in the Invisible learning project, we focus on educating for personal knowledge creation that cannot be measured easily.”
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      As a practicing teacher working under the constraints and affordances that make modern pedagogy such an act of hypocrisy, I find that these generic observations are 'unhandy'. In fact, I get visceral with them. I get pissed off and feel a certain amount of 'how dare you'.
  • Rhizomatic Learning
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      This is what I asked about last week, too. What makes learning different from rhizomatic or deep or knowmadic learning. I think the modifiers (deep, rhizomatic, knowmadic) have a purpose. They allow us to filter learning differently very like having a variety of critical stances. It is, however, like the story of the blind men and the elephant. Which description is correct? All of them--in part.
  • “how do we bring this concept of embracing uncertainty into our classrooms?”
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      I tried to address this in my blog post this week: http://impedagogy.com/wp/blog/2014/02/01/hodie-quid-egisti-what-have-ye-done-a-rhizomagic-week-of-blooming-buzzing-confusion/ I don't think I used the word 'uncertainty' once in that post, but the tone is, I think, one of taking that leap.
  • the leap into the unknown is the learning process.
    • Terry Elliott
      Terry Elliott on 02 Feb 14
       
      It is unnatural to leap into the total darkness of the unknown. In fact I think that by definition it is impossible. Instead I think we leap into the partly known. My analogy is the Kentucky pioneer Daniel Boone. Some might say that he worked his way into virgin, unknown territory. I would say yes and no. He did blaze trails into places no Euro-American had ever been, but the territory itelf shared lots of known traits with where he had already been. For example, water flows downhill to larger streams. The sun rises in the east. And the thousand other 'knowns' that come from a lifetime of living close to ground. And, of course, he really did blaze the trails he made by walking. He emblazened trees with marks for others to follow. Now that must've been an ego trip and a half! The other half of the analogy is that we too have general knowledge that we take with us into the knowmadic life and the rhizomatic wilderness of learning. We have theoretical knowledge. I would include the whole baggage of ed school in that. But we have to dump most of that when we move into the partly known territory of deep, rhizomatic knowmadicism. You need to travel light when you are blazing the trail. You need the practical stuff in your backpack. All week and every week I will be bringing back news as I light out into the territories. I expect to get well and truly turned around on occasion, but I don't plan on backtracking much except to send back reports. Boone wasn't much good at this part, but Lewis and Clark were, but I daresay I call more on the Kentuckian than I do the Virginian. All I know is that every one who reads this could be my Sacajewia, a real guide to the undiscovered country. Amen.
Vanessa Vaile

Communications & Society: Prepositions as the Rhizomatic Heart of Writing - 0 views

idst-2215.blogspot.com/...ns-as-rhizomatic-heart-of.html

communications rhizo14 rhizomatic learning blog-post prepositions syntax language use autoethnography

shared by Vanessa Vaile on 05 Sep 14 - No Cached
  • conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'-
  • linguistic keys to understanding human interactions."
  • independently code the entries in the auto-ethnography, and then compare our codings
  • ...15 more annotations...
  • I had an intuition that prepositions, and prepositional-like elements, might be the linguistic engines that power the rhizome in language.
  • rhizomes are first about connections
  • At its deepest level, the rhizome itself is all possible and potential connections
  • Language is one of the core tools we use to map our worlds and to create patterns
  • prepositions as stage directors
  • Simon Ensor sent me an article about ecological psychology on Wikipedia.
  • Terry Elliot wrote a post GOODBYE, CLASSROOM. HELLO, CONNECTION JUKEBOX. that claims we are all "a magnificent and unique filter for the world
  • Then, two people mentioned their attention shifting from nouns to verbs, Frances Bell in a comment on Maha Bali's wonderful post Network vs community – cc #rhizo14 autoethnog and Aaron Davis's post PLN, a Verb or a Noun?
  • Simon Ensor writes in his post Spacetimecontinuum
  • In more prosaic terms: how do prepositions drive the emergence of a sentence into meaning?
  • cognitive linguistics
  • George Lakoff
  • polysemy (many possible meanings for a given word)
  • They could mean multiple things at the same time. They violate Aristotle's principle of the excluded third.
  • This is very much like elementary particles
  • Vanessa Vaile on 05 Sep 14
     
    "I never expected to be writing about prepositions, but it's the approach I've decided to take with the Rhizo14 auto-ethnography, so I want to sketch what I think I'm doing and why and how I'm doing it. This is a preliminary sketch, so expect abrupt turns of the page and new, emergent directions. In rhizomatic terms, expect lots of deterritorializations and reterritorializations. If you've ever heard the ruffle and rush of a covey of quail scattering in the cold, steel-blue dawn, then you're ready. I became interested in the rhizomatic potential of prepositions after reading the conversation between Bruno Latour and Michel Serres in Conversations on Science, Culture, and Time (1995), in which Serres talks about his "'philosophy of prepositions'--an argument for considering prepositions, rather than the conventionally emphasized verbs and substantives, as the linguistic keys to understanding human interactions." "
Jaap Bosman

Rhizomatic learning | Learning Research & Change Methods - 0 views

changemethods.wordpress.com/...rhizomatic-learning

rhizome deleuze classroom

shared by Jaap Bosman on 12 Jan 14 - No Cached
  • Jaap Bosman on 12 Jan 14
     
    This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze's conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics.
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."
Terry Elliott

Hacking Four Corners « Kevin's Meandering Mind - 0 views

dogtrax.edublogs.org/...hacking-four-corners

shared by Terry Elliott on 19 Jan 14 - No Cached
  • our morning meeting
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      The operative word is 'our'--rooting the class in tribal consciousness.  Growing a network of connections-known and unknown--in a emergent ecosystem.
  • Responsive Classroom
  • some of the activities start getting a little old, so I encourage my students to mess around with the rules once we’ve learned them and hack the activities as they see fit
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      This fits in beautifully with the discussion of cheating  this week in #rhizo14.  Fake/make/hack/unmake--seems like the normal pattern of mastery.  Once you have mastered the rules it seems as if one of the unwritten rules is to break them in order to see if they are still worth following.  Cheating is stress testing the system.  Seems almost biological.
    • Jaap Bosman
      Jaap Bosman on 19 Jan 14
       
      Always try to touch and watch what happens, all children do it, could be biology indeed. Trying to see what would happen if we do this?
  • ...1 more annotation...
  • new terrain
    • Terry Elliott
      Terry Elliott on 19 Jan 14
       
      New terrain = common ground of play = ground rules?
wayupnorth

we don't need no thought control: the deep grammar of schooling | the theoryblog - 0 views

theory.cribchronicles.com/...-the-deep-grammar-of-schooling

education

shared by wayupnorth on 05 Feb 14 - No Cached
  • a constant filtering that exhausts us
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      Exhausting to be sure My filtering dilemma: To get a broad perspective I have to read more than I can budget timewise, but if I filter by Rheingold, Cormier, Downes etc, I get only that perspective.
  • desire for trusted channels
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      It's not that difficult picking some channels (people?) and starting there. Those will connect to other channels one begins to trust. The rhizome grows and pretty soon one is back to overload.
  • those channels tend to be corporate or institutional hierarchies
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      Lucky me who discovered MOOCs before our institution caught on to providing channels
  • ...5 more annotations...
  • what would (or do) YOU do in a classroom full of people with devices
    • wayupnorth
      wayupnorth on 05 Feb 14
       
      I teach a small adult literacy class and provide connected devices for each of them. I encourage them to use social media, help them to create Google and Facebook accounts if they don't have one. At least they are reading and writing authentically if not gramatically. Yes, it is a distraction, especially when I think we need some whole-class activity. I have not found THE ANSWER to balancing power and independence. But we have some wonderfully illuninating moments. See my blogpost about my own serendipitous encounter with Pink Floyd http://www.wayupnorth.ca/blog/2013/01/14/something-weird/
  • without new ways to conceptualize the work of learning, we end up replicating top-down power and knowledge structures
  • filtering and prioritizing
  • We are skilled
  • but our culture is not giving us the meta-literacies to recognize and value and utilize those skills
  • wayupnorth on 05 Feb 14
     
    Bonnie Stewart on new ways of thinking about education
wayupnorth

The Internet and Education - OpenMind - by Neil Selwyn - 0 views

www.bbvaopenmind.com/...the-internet-and-education

education internet edtech

shared by wayupnorth on 14 Apr 14 - No Cached
  • First, is the potential of the Internet to offer individual learners increased freedom from the physical limitations of the real world.
  • Secondly, the Internet is seen to support a new culture of learning—i.e., learning that is based around bottom-up principles of collective exploration, play, and innovation rather than top-down individualized instruction
  • Thirdly, the capacity of the Internet to support a mass connectivity between people and information is felt to have radically altered the relationship between individuals and knowledge.
  • ...4 more annotations...
  • Fourthly, the Internet is seen to have dramatically personalized the ways in which people learn—thereby making education a far more individually determined process than was previously the case.
  • self-directed, non-institutional learning are initiatives such as the hole-in-the-wall and School in the Cloud
    • wayupnorth
      wayupnorth on 14 Apr 14
       
      But will the majority of children/youth access these learning opportunities, or will they - as I have observed in hosting a community access point - gravitate toward entertainment? What learning experiences can be developed that will grab a young person's attention when watching Tupac and gang fights are available? Is there something that will motivate them to provide well-considered comments on Youtube and Facebook?
  • the most successful forms of Internet-based education and e-learning being those that reflect and even replicate pre-Internet forms of education such as classrooms, lectures, and books.
    • wayupnorth
      wayupnorth on 14 Apr 14
       
      really?
  • elping already engaged individuals to participate further, but doing little to widen participation or reengage those who are previously disengaged
  • wayupnorth on 14 Apr 14
     
    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.
Terry Elliott

Will · The Lazy Language of Learning - 0 views

willrichardson.com/...the-lazy-language-of-learning

shared by Terry Elliott on 09 May 15 - No Cached
  • I think Gary Stager gets it right:In the absence of a clear and publicly articulated vision for a school or district and a misguided quest for the holy grail of balance, the weeds will always kill the flowers. If you are a school leader with a coherent vision for educational progress, you must articulate your vision clearly and publicly so people will follow. Why make others guess what you want and stand for?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Critique of Dave Cormier's attitude in rhizomatic learning?
  • The elements that comprise this Gear include:Personalized Learning Student-Centered Learning Authentic, Deeper Learning 21st Century Skills College and Career Readiness Digital Citizenship Technology Skills Anywhere, Anytime Learning
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Do any of these bullets rise up from the folk, from the learner, from the community and the rhizome? Don't think so.  Could they?  Of course.  It all depends upon which end of the stick and which end you 'valorize'.
  • Are students learning our stuff (curriculum) or their stuff (interests)?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy? Objective or subjective?
  • ...6 more annotations...
  • Are we more concerned with them becoming learners or learned?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Content or no content.
  • Are teachers organizing the school experience or are students building it?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Dave or no Dave?
  • Do the technologies we give to kids transfer agency and increase freedom on the part of the student learner or do they just transfer our curriculum in digital form?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Old wine or old wine in new bottles or?
  • And, importantly, what does success look like, and how are they measured?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Count or no count or no account or ?
  • And these are important to ask and answer before we embark on any initiative that purports to “improve student learning.” 
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Answer these questions before you tell people to go on a rhizomatic snipe hunt?
  • not about doing things “better” but about looking at schools and classrooms and teachers fundamentally differently
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I believe that a radically different stance from a very different perch is necessary.  
Kevin Hodgson

The Essence of Peopling - 4 views

www.ribbonfarm.com/...the-essence-of-peopling

shared by Kevin Hodgson on 19 Apr 15 - No Cached
  • “People”
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      To talk about  "people" is to objectify and alienate. Making nouns of anything is a way to separate them from the world.
  • “peopling”
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      "Peopling" on the other hand is about human folk connecting to the world--subjectifying and unshackling the word.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      to people?
  • The first part of this essay is an account of innermost peopling – the social, self-conscious nature of human cognition. The second part of this essay moves outward, connecting cognition to the rituals and social information flows that make up the most important parts of our environment.
  • ...19 more annotations...
  • In Others in Mind: The Social Origins of Self-Consciousness (one of my favorite books of all time), Philippe Rochat presents a social model of human cognition,
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Social model of human knowings v. Cartesian knowing
  • Rochat, in contrast, models human cognition as fundamentally social in nature. Each person learns to be aware of himself – is constrained toward self-consciousness – by other people being aware of him. He learns to manage his image in the minds of others, and finds himself reflected, as in a mirror, through the interface of language and non-verbal communication.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      We learn to become self-aware, we are "constrained" toward that goal by other folk.  Other folk are our first mirrors through non-verbal then oral and then written "interfaces".
  • infinite recursion
  • infinite recursion
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      We see ourselves through the constraining influences of other people, through the 'peopling' of others.  Others people us.  It is a limited recursion.  I think this has significance in #rhizo15. How? We are all seeing ourselves through the eyes of others.  How accurate is that subjective view?  Sometimes it is off by degrees of magnitude.  For example, I see some pretty effusive praise for stuff that by its nature is half-baked.  Yes, some is very good for a first draft, but most goes little past the initial draft and into further revision.  I expect further recursion, further refinement through reciprocal action, sometimes I get it, mostly I don't. Part of me take no offense while another part is deeply disturbed that the responses I get are so cursory.  And the cursory nature of most responses,  the desultory considerations of others we have come to respect become the default.  And, worse, they become internalized as the default mutual mental modeling.  Shallow of necessity, quick by force of circumstance, and a bare reciprocal exigency.  
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      How much of that is on other people? How much of it is on us? How inviting are we to gather up ideas, particularly those who challenge our thinking? That "infinite" word in there .. that's a lot of recursive thinking going back and forth, toppling on itself ...
  • The self is not unitary and separate from others; peopling occurs in the context of mutual-mental-modeling relationships, which continue to affect each person when he is alone.
  • Each person’s self is spread out among many people, simulated in all their brains at varying levels of granularity. And each person has a different “self” for each one of the people he knows, and a different self for every social context.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Therefore, we have different subjective reflections from among different folk.  Each reflection is a unique self simulated by another's mind.  The same is true for social context.  We have a Rhizo15 self created by our Rhizo15 folk.  My question here is whether it is in any way an objective measure and does that matter?   Should any of us care about the simulations of others?  Should we rebel and subvert these simulacra because they are not 'us'?  It is hard to argue for this position simply because this acceptance of the peopling of others seems quite natural.  It is natural for us to consider this subjective and recursive view from others as the real deal.  Or is it just the default view?  Can we generate another way toward identity that is a balance between outer and inner subjectivity?
  • The self at work is different from the self at home with close friends, or in bed with a spouse. And none of these are the “true self” – rather, the self exists in all these, and in the transitions between them. There can never be one single, public self; to collapse all these multiple selves together would be akin to social death.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      We are many selves.  No one reflection gets them all not even our own. Especially not our own.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      This reminds me of how to think of our students -- of their lives outside of our classroom,our building ... what literacies are authentic for them?
  • Mentally maintaining one’s identity in relation to others, including one’s accurate social status and relationships in each case, is the core task of being human.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Powerful assertion here.  And the proof is in asking what happens when we do not maintain that identity.
  • a huge portion of our internal cognitive machinery, of which we are not normally aware, is concerned with the ordinary function of maintaining one’s own identity and that of others
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      I wonder how much of our cognitive load is spent maintaining (breaking down and building up) identity, the metabolism of identity?
  • Baumeister and Masicampo posit that interfacing between identities – both within a single mind, and between minds – is the purpose of conscious thought (Conscious Thought Is for Facilitating Social and Cultural Interactions: How Mental Simulations Serve the Animal–Culture Interface). And just as Rochat proposes that we are “constrained toward consciousness” by others, Kevin Simler says that we “infect” each other with personhood.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Three views of this social model of cognition: 1. Baumeister and Masicampo: conscious thought is the transport mechanism for moving between inner identity and outer identity. 2.Rochat: we become conscious because of others, 'constrained by folk' in order to be. 3. Simler: we infect each other with consciousness through the interaction of identity.
  • There is a profound irreconcilability or dissonance between first-and third-person perspectives on the self once objectified and valued. This dissonance shapes behaviors in crucial ways, as individuals try to reconcile their own and others’ putative representations about them. These two representational systems are always at some odds or in conflict, always in need of readjustment. It is so because these systems are open, and they do not share the same informational resources: direct, permanent, and embodied for the first-person perspective on the self; indirect, more fleeting, and disembodied for the third-person perspective on the self. A main property of this dissonance is that it tends to feed into itself and can reach overwhelming proportions in the life of individuals. More often than not, this dissonance is a major struggle, expressed in the nuisance of self-conscious behaviors that hinder creativity and the smooth “flow” of interpersonal exchanges. Others in Mind, p. 41
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      I have never seen the problem of identity so succinctly put.  And it explains why there is and can be no permanent solution to the conflict here except perhaps the meditative one of observing the breath and making that identity.
  • People are able to accomplish this feat of mutual simulation by use of two tools: language and ritual. Ritual allows for the communication of information that language can’t convey – hard-to-fake costly signals of commitment, dependability, harmoniousness, and cooperative intent.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      So how do we play this infinite game of mutually modelling each other's identities to each the other? Language and ritual Language for the easy stuff and ritual for the hard stuff. So what are the #rhizo15 rituals?
  • If humans are somehow calibrated to expect a constant flow of social information, then the sparseness of ritual and social participation in modern environments might trigger a cascade of rumination.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      The sparseness of ritual environment in rhizo15 is very painful to me.  The sparseness of feedback from language is just as painful, but the lack of ritual makes it even more so.  Dreadfully more so.  In fact I am on the edge of withdrawing all the time.  I think it is the ritual that will save me.
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      So bring on the salve of ritual to rhizo15.
  • A very simple example is greetings. “Greeting everyone you see” is a candidate for a ritual universal, a part of the ritual atmosphere that displays good fit with peopling
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 1: greeting everyone, every day.
  • (with some caveats).
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 2:"Serene Social Sloth Sunday, a made-up internet holiday in which we avoid posting "outrage porn" 
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 3: Breaking Bread Together
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 4:  Share natural spaces through YouTube, make part of any group meeting e.g. Hangout.  
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 5: "With joy and zest, publicly celebrate milestones and recurring events. Affirming shared history, we nourish community, crystallize a sense of accomplishment, and build group identity by unifying our stories and common goals. Can be planned and ritualized, or as spontaneous as a group cheer."  Celebrate | Group Works. (n.d.). Retrieved April 19, 2015, from http://groupworksdeck.org/patterns/Celebrate
    • Terry Elliott
      Terry Elliott on 19 Apr 15
       
      Ritual 6:  Feedforward with the imagination.  In other words project your self into the future and 'recall' all that 'happened' from the beginning of #rhizo15.  In a way I think this defines what rhizomatic learning is.  Each of us creates identity for the group by being who we are with the voices we have.  Why not imagine that forth along with others instead of relying solely upon the weekly proddings of one person identified as 'teacher/leader'.  Feedforwardings would allow us to compare rhizomatic identities. and from there decide where we might go as a group as well as individually.
  • Information about the self from the first-person perspective tends to be inflated and self-aggrandizing; information about the self from the third-person perspective, projected into the minds of others, tends to be deflated and self-deprecatory.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      Intriguing ...
  • A freeway is useful for getting from place to place, but it’s not a place to merely exist in the moment.
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      Interesting, since the "internet highway" was an early metaphor for technology and online elements .. and now we are working on ways to slow down, be more reflective, plant flowers along the ugly underpasses of the freeway
  • “we’re here to fart around together.”
    • Kevin Hodgson
      Kevin Hodgson on 22 Apr 15
       
      Is this a motto of Rhizomatic Learning communities? Ha
  • In conclusion, drink tea, together with your friends; pay attention to the tea, and to your friends, and pay attention to your friends paying attention to the tea. Therein lies the meaning of life.
  • Vanessa Vaile on 20 Apr 15
     
    There are also linguistic differences...for example, the verb vs noun thing does not work the same in Spanish (and perhaps to some extent in other Romance languages as in English, where verbs are the power words. Syntax and the role of particles-prefixes are other factors.
Scott Johnson

Theoretical foundations of learning environments first ed / edited by David H. Jonassen... - 2 views

learngen.org/...S_OF_LEARNING_ENVIRONMENTS.pdf

rhizo14 theory learning student-centered

shared by Scott Johnson on 25 Mar 14 - No Cached
  • Scott Johnson on 25 Mar 14
     
    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
simonwarren

It's amazing what happens over coffee: or deterritoralising the curriculum (a #rhizo15 ... - 7 views

worriedteacher.wordpress.com/...comment-page-1

rhizo15

shared by simonwarren on 17 Apr 15 - No Cached
  • coffee
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I am drinking coffee as I read this ... sort of drink symmetry going on right now ....
  • my first full academic year in the job
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I am curious if this newness is freeing or is it constricting? Can you try new things or are you expected to toe the line? I suppose it depends on the "boss man" in charge.
    • simonwarren
      simonwarren on 17 Apr 15
       
      Well, a mixture really.  It is 'my' course but that doesn't mean it is always viewed that way by those upstairs - this is a very small unit and can be claustrophobic at times.  Dealing with a bit of a culture of talking the talk but not necessarily walking the walk.  If you get what I mean.  It depends how assertive I wish to be.
  • My recent engagement with digital scholarship and #connectedlearning has propelled me to consider other options, and to think about how I might hack my own course, hybridise it.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This is the heart of all this connected work ... how do we bring our explorations of learning in online spaces and adventures back into the classroom (unless you teach online courses, of course).
  • ...8 more annotations...
  • sets of resources organised around difficult ideas
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I like this phrasing and the idea here ... of shifting the learning, as long as you don't focus on the tool/technology but on the learnings elements. Sometimes, the tech drives the learning, not the other way around. We want our students to have agency of exploration in their learning.
    • simonwarren
      simonwarren on 17 Apr 15
       
      This year we used the closed box of the institutional VLE to do some of this work but I want to push this further by using more open platforms and ask participants to find their own materials. The assessment will have to be tweaked to facilitate this.
  • have shorter workshops that model many of the ideas we promote
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This might up the engagement factor. I think a few folks from Connected Courses are tinkering with collective design of curriculum, right? Of allowing students to have a say in the learning. This is what Dave is doing with us. I think.
    • simonwarren
      simonwarren on 17 Apr 15
       
      The 'time' allocated to 'teaching' sessions is driven by the Bologna process (Tuning in N.America) and 'European Credit and Accumulation Transfer System' which usually gets reduced to 'time on task' rather than learning.  We can play with this though
  • Emergent objectives could become points for reflecting on what the course should be dealing with, what the difficult ideas and issues are, and therefore the content required.
  • I am after all a final arbiter, the one who, institutionally, is responsible for assessment
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Always a struggle, no matter the age of student (says the sixth grade teacher).
  • working with the play of smooth and striated space.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Thanks for the deep thinking ...
  • Also, could we introduce aspects of peer review?
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      I always like peer review
  • @davecormier
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      It was me actually :)
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