Skip to main content

Home/ #Rhizo15/ Group items tagged no_tag

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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
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."
Ary Aranguiz

the accidental technologist » Blog Archive » The Way of the Rhizome #h817open - 4 views

www.waynebarry.com/blog

shared by Ary Aranguiz on 17 Jan 14 - No Cached
  • Jaap Bosman on 17 Jan 14
     
    Ary, this is a great bookmark. I like the footnotes in this blogpost, very useful for study on rhizomatic thinking.
Terry Elliott

Box for iPhone and iPad 50GB offer (active Jan 15 - Feb 15, 2014) - Box Help - 3 views

box.zendesk.com/...fer-active-Jan-15-Feb-15-2014-

shared by Terry Elliott on 18 Jan 14 - No Cached
  • Terry Elliott on 18 Jan 14
     
    Just thought you all might be interested in free storage.
  • anonymous on 18 Jan 14
     
    Just curious--is this sort of like dropbox? Is it better than that in some way?
Terry Elliott

Independent Thinking in an Age of Conformity « Kevin's Meandering Mind - 0 views

dogtrax.edublogs.org/...comment-page-1

shared by Terry Elliott on 22 Jan 14 - No Cached
  • . We’ve drummed out their curiosity for fear of failure, and we are all to blame.
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      I think they are still curious, just not in the school context. I compare it to code switching only what happens is that our 'good' students get very strategic and realize that every minute of class is an extrinsic good. Why waste precious intrinsic, will power on the likes of that? Now, out of school, we get so many examples of the intrinsic game, that infinite play and flow we are seeking.
Felicia Sullivan

Using Netvizz & Gephi to Analyze a Facebook Network | persuasion - 2 views

persuasionradio.wordpress.com/...-to-analyze-a-facebook-network

shared by Felicia Sullivan on 18 Jan 14 - No Cached
  • Felicia Sullivan on 18 Jan 14
     
    Process and tool for mapping the interactions in a Facebook group. Helpful to SEE the exchange of ideas and knowledge. TAGSExplorer does this for Twitter (http://hawksey.info/tagsexplorer/).
wayupnorth

Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 7 views

davecormier.com/...cation-community-as-curriculum

shared by wayupnorth on 14 Jan 14 - No Cached
  • define what counts as knowledge.
  • painstaking process by which knowledge has traditionally been codified.
  • Knowledge as negotiation
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      The Secret Sits We dance round in a ring and suppose, But the Secret sits in the middle and knows. Robert Frost
  • ...27 more annotations...
  • The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      The future is already rhizomatic, it's just not evenly distributed.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      I wonder what disciplines he is referring to here. Which ones live on the edge these days? And is that changing?
  • clear definition of the word "knowledge" is difficult
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      The definition of knowledge is considered 'key' to the search for shared understanding. The more I read that sentence, the more it becomes the worm Ourboros. If it's a key, then the there is a locked something behind it. In litcrit this has been a fiercely fought battle. Some say it unlocks the power relationships undergirding any society, some say it unlocks the mysteries in the knowers themselves. Some say, fuck it and let's just look at the shiny things inside the vault with no further intent. Yes, it is difficult.
  • simply another part of the way things are"
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      I believe that one of the functions of theory is to reveal our cognitive blindspots. This they very much do while at the same time creating new blindspots that arise from the use of the 'tools' of the new theory. Any new system of knowledge exposes the assumptions of the the old system. For example, awareness meditation reveals the blindspot of categorization and differentiation, but the Buddha realized that say focusing on the breath is like pointing at the moon, just another step along the path toward no-mind. Mind and knowing is the problem.
  • Horton and Freire
    • Terry Elliott
      Terry Elliott on 14 Jan 14
       
      I am profoundly happy to see Myles Horton cited and used. I think he has had more influence on my teaching and learning than any other. His autobiography The Long Haul is absolutely must-read for a rhizomatic pov.
    • Jaap Bosman
      Jaap Bosman on 14 Jan 14
       
      Myles Horton adapted Danish Grundtvig Folkehojskole to USA schools.
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      Yes, he did and then used it at the Highlander School in Tennessee.
  • The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      I am quite taken by the word 'translation' here. I think the metaphor of translation is central to rhizomatic learning as we are always connecting and sharing information that then gets translated into knowledge (actionable knowing).
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      Experts are not to be trusted anymore, they work for big companies, their translation is skewed.
  • no community can live a healthy life if it is nourished only on such old marrowless truths.
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      Brave words those--no community.
  • a negotiation (Farrell 2001)
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      I wonder if this is similar to rhetoric and comp's idea of writing as a conversation?
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      Interesting word, though: negotiation. It suggest an unfair balance at the start, right?
  • social contructivist and connectivist
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      These are dead links to the innovateonline site.
  • (Cormier 2008).
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      Great question by Alec Couros in the comments: how do we get to a place where we are really and truly decentralized, and will this make the difference?
    • Terry Elliott
      Terry Elliott on 17 Jan 14
       
      I don't think the decentralized rhizome has reached a tipping point society wide, but perhaps we can play at the rhizomatic game for this short few weeks and see what it might mean to live in this world that may or may not be emerging.
  • Information is the foundation of knowledge.
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      doubt if information really is the source of knowledge. Mostly it is, but the road from information, over statistics, logics, arguments is not that simple I think
  • If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge.
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      again info is not easily translated into knowledge. Distrust and care are needed, even in a rhizomatic world.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      Or skepticism?
  • the prestige of a thousand-year history,
    • Jaap Bosman
      Jaap Bosman on 17 Jan 14
       
      all over this history the prestige has been attacked. Prestige and knowledge are to be separated, so many experts were proven false and wrong.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      It's a loaded term, for sure, because those who call themselves experts are often the ones in power, and with books and writers to back them up. Is the Internet changing this paradigm? Not yet. Not yet.
  • fluid, transitory conception of knowledge
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      I like this phrasing .. that knowledge is always in motion
  • rhizome.
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      And here is it.
  • disciplines on the bleeding edge
  • The explosion of freely available sources of information has helped drive rapid expansion in the accessibility of the canon and in the range of knowledge available to learners.
  • Information is coming too fast for our traditional methods of expert verification to adapt.
  • In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process.
  • The living curriculum of an active community is a map
    • Kevin Hodgson
      Kevin Hodgson on 17 Jan 14
       
      The cartography of learning. I am always intrigued by how this plays out, if done successfully. Most of the curriculum mapping I have done ... I would not call them maps. They are just plot lines going nowhere, it often seems. But the idea of a map continues to intrigue me.
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      I know D&G speak of a map as opposed to a tracing. I struggle with understanding this. The best I can come up with is the idea that a map gives possibilities for exploration, as opposed to a photo which declares what exists. This leaves me wondering about sites like Lino and Pinterest. Might they function as a map of one's exploration too, rather than just a collection of discoveries.
  • Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement. Through involvement in multiple communities where new information is being assimilated and tested, educators can begin to apprehend the moving target that is knowledge in the modern learning environment.
  • we see as our goal the co-construction of those secret connections as a collaborative effort
    • Terry Elliott
      Terry Elliott on 18 Jan 14
       
      Is this what we are doing together here in Diigo, co-constructing secret connections collaboratively? Sounds like an underground conspiracy (forgive the lame joke there.)
  • Changing Knowledge
    • Terry Elliott
      Terry Elliott on 18 Jan 14
       
      Meta note here: I see our collaboration as a secret growing of knowledge among us. It may only even be true for us, on this web page, at this particular juncture because we are growing it out on the tip of the root of this text.
  • the conversion of information to knowledge
    • Terry Elliott
      Terry Elliott on 18 Jan 14
       
      Examples of this conversion in our work here? 1. Each of us runs these words through the filter of our own experience 2. sharing out on social networks 3 asking and answering quesions
  • members of several communities—acting as core members in some, carrying more weight and engaging more extensively in the discussion, while offering more casual contributions in others
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      And some of us are still mainly consuming, jumping in with perhaps superficial content, practicing our engagement.
  • students had the opportunity to enter the community themselves and impact the shape of its curriculum
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      Sharing power - deconstructing the tradtional power structures of the educational system. Did this recursion result in "watering down" the curriculum? From what I recall of Dave's story, the students put in extra effort instead. Like me, they had difficulty in knowing when to quit, the exploration was so rewarding.
  • if knowledge is to be negotiated socially
    • wayupnorth
      wayupnorth on 21 Jan 14
       
      Stephen Downes (http://www.downes.ca/post/61209 and elsewhere) argues against socially "constructed" knowledge, saying instead that knowledge is recognized. Cormier's "negotiated socially" fits nicely.
  • Terry Elliott on 14 Jan 14
     
    Let's play with group annotation here.
  • Jaap Bosman on 17 Jan 14
     
    the expert is the power. No resistance is tolerated, because who knows better than the expert? But curriculum is not only made by experts, pressure groups do influence curriculum, hypes and politics do either. Here is the reason for cheating.
  • Cris Crissman on 20 Jan 14
     
    Recommended by Telli01 in Vialogues conversation https://vialogues.com/vialogues/play/13001 as good intro to Dave's work on rhizomatic ed
Jaap Bosman

messy thoughts by a rhizome #rhizo14 | Chrissi Nerantzi - 2 views

chrissinerantzi.wordpress.com/...thoughts-by-a-rhizome-rhizo14

shared by Jaap Bosman on 19 Jan 14 - No Cached
  • Jaap Bosman on 19 Jan 14
     
    Chrissi would love comments on this blogpost.
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?
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?
Jaap Bosman

Academic Integrity and Cheating - 1 views

weber.ucsd.edu/...cheat.html

shared by Jaap Bosman on 20 Jan 14 - Cached
  • carol yeager on 20 Jan 14
     
    Ethics Cheating and the Academy; where might we find Ambiguity Innovation and Creativity?
  • Jaap Bosman on 20 Jan 14
     
    Introductionabout cheating, but the sources of images are not in the page, is that cheating? Rules and rules, all about assessment, not about learning?
Terry Elliott

Rhizome | Home - 2 views

rhizome.org

shared by Terry Elliott on 17 Jan 14 - Cached
Jaap Bosman

The political economy of MOOCs - 0 views

networkedblogs.com/SWn7t

shared by Jaap Bosman on 17 Jan 14 - No Cached
  • Jaap Bosman on 17 Jan 14
     
    The question is whether we have any way of breaking this circle of neoliberal encroachment into higher education where politicians (and many academics) pay lip service to inclusion and widening access and equal opportunities, while at the same time cutting funding and pushing the cost to end users.
Felicia Sullivan

The Right Question Institute - 0 views

rightquestion.org/mission

shared by Felicia Sullivan on 21 Jan 14 - No Cached
  • Felicia Sullivan on 21 Jan 14
     
    Seems to me that building agency and self-efficacy in a rhizomatic learning environment is understanding what your want to learn about. What is your line of inquiry and what is your goal. I love this organization because it focuses on that very simple step of knowing how to ask a question and then figuring out how to answer it.
Terry Elliott

touches of sense...: From mobs to communities. - 1 views

tachesdesens.blogspot.fr/...from-mobs-to-communities.html

shared by Terry Elliott on 01 Feb 14 - No Cached
  • Beautiful, terrifying mob
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I love the visualization. Part of its charm is in realizing that it is a snapshot, a 2D slice of the body of #rhizo14. In a way it is the smoke from the fire and the wake from the ship, not the fire and not the ship. I am only vaguely aware of the 4D presence that is the growing tip and the blooming buzzing perfusion that is the felt whole of #rhizo14.
  • We will be long gone in the ether and without a care in their world.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      Paradox. A finitude (#rhizo14) creates an infinitude (something greater than #rhizo14 that is only partly glimpsed in Hawksey's visualization.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I am reminded of the story here: The nun Wu Jincang asked the Sixth Patriach Huineng, "I have studied the Mahaparinirvana sutra for many years, yet there are many areas i do not quite understand. Please enlighten me." The patriach responded, "I am illiterate. Please read out the characters to me and perhaps I will be able to explain the meaning." Said the nun, "You cannot even recognize the characters. How are you able then to understand the meaning?" "Truth has nothing to do with words. Truth can be likened to the bright moon in the sky. Words, in this case, can be likened to a finger. The finger can point to the moon's location. However, the finger is not the moon. To look at the moon, it is necessary to gaze beyond the finger, right?"
  • Chaos is a lure for gaze but hard to digest.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      Chaos is too big to eat. I say swim in it like a fish, breath it, do the full catastrophe in it. Grow in it.
  • ...3 more annotations...
  • God we need fun, what more is there? God we need poetry, when they only give us time for prose.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I am so glad that you get this. I wrote a post recently that was a short video of a glass of water overflowing in my sink. I put it on YouTube and then shared it via Vialogues so that others could just play with it. Jenny M commented that she didn't get it. There wasn't really anything to get, but it was kind of her to play along. We are homo ludens.
  • #Rhizo14 is carnival.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I love the idea of Carnivale.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      I think we can view the visualization as part of carnivale and your post as part of it. It doesn't really end if we continue to act with the idea of it in our heart. Carnivale is an irruption of life. Your post is an irruption, conscious and alive and aware. There is a larger Carnivale.
  • We are not all maggots.
    • Terry Elliott
      Terry Elliott on 01 Feb 14
       
      Yet in the end we are all food for the maggots. In the end our word and ideas and memes are the wakes from our ships. So be it. Let the maggots dance!
Helen Crump

Rhizomatic learning: chaos, provocation and conflation #rhizo14 | Learningcreep - 2 views

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

shared by Helen Crump on 28 Jan 14 - No Cached
  • being a lifelong learner is something you just have to take on personally;
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      Part of me disagrees vwehemently with this and part not so much. The disagree part says that lifelong learner is baked into the DNA. You don't have to take in 'on' because it is already 'in'. Another part of me says that we can devise algorithms for pursuing our own curiosity, we can take that task on personally.
  • Chaos abounds
    • Helen Crump
      Helen Crump on 28 Jan 14
       
      messified - now that's a good word.
    • Terry Elliott
      Terry Elliott on 04 Feb 14
       
      Messy is the space between order and chaos. It is the interval where stuff gets done, usually where friction and energy and all things physical happen.
  • independence isn’t the only stance to learning that they need – what about dependence and interdependence?
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      enforced dependence, interdependence, and independence really puts the wind in my sails, but I am pretty sure I am not a good enough sailor to pull out all the sails. Add sail! That really shivers me timbers.
  • ...4 more annotations...
  • “taking responsibility” doesn’t come naturally
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      Perhaps it is repressed in traditional formal learning situations or it just doesn't make good, strategic sense to most learners where they are situated.
  • To permit “responsibility” and enable learners to assert their independence, it seems to me (and to a few others) that schools, or any formal learning context, would do well to not only encourage learners to pursue their passion, but to honour their unique experiences and to give them voice.
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      I might also add that we invite as well. Permission may be necessary as a pump primer but invitation is the force that drives the water up and out. If you think of it in terms of artesian wells then you have to admit that for most of us you have to drill down for the water. The springs are fewer and may often only be a little weep of water that has to be dammed up a bit in order to drink from it.
  • “we conflate learning and schooling”
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      And its specific corollary: we conflate learning with teaching.
  • it’s not about seeing learning more clearly
    • Terry Elliott
      Terry Elliott on 28 Jan 14
       
      I tried to talk about this when I referenced James Scott's binary of legible/illegible. Like the quants on Wall Street and in the Department of Education, clarification entails filtering out the fines of complexity. Sometimes this is good--penicillin, for example. But it can lead to unintended consequences--a wider resistance to all antibiotics. Seeing more clearly often has to come from sitting in the vortex and waiting. The water might clear of its own accord.
  • Terry Elliott on 28 Jan 14
     
    "being a lifelong learner is something you just have to take on personally"
  • Helen Crump on 28 Jan 14
     
    "being a lifelong learner is something you just have to take on personally"
1 - 20 of 53 Next › Last »
Showing 20▼ items per page