Wie is de redacteur van deze website? Mijn naam is Jaap Bosman, opvoedkundige, met onderwijservaring aan PO, IHNO en MBO.
Who is the editor of this site? My name is Jaap Bosman, educational, with teaching experience to PO, Ihno and MBO.
Is deze website alleen bestemd voor het mbo? Iedereen die iets van de website kan gebruiken moet dat vooral doen. Bezoekers uit lerarenopelidingen, vmbo, vo en po en mbo en andere onderwijssoorten gebruiken deze website.
Is this website only for MBO (vocational college) ?
Anyone who can use items should do. Visitors from universities, vocational school secondary and primary and prep. vocational education, and other educational institutions use this website.
Is de inhoud van de softskills site vrij van auteursrechten? Merkwaardig genoeg kent Kennisnet een voorbehoud voor auteursrechten.
Is the content of the soft skills site free of copyright?
Curiously Kennisnet uses strict copyright
How did I make this Screencast: Prepare, collect images and text. You need microphone and screencapture software. (I use Snagit, JING is a free video capture program) Resize pictures to fit in capture.
Open image #1 on screen.
Open Snagit and capture image on video. (add voice when capturing)
Open image #2
repeat until end
Now stop Snagit and safe file.
Upload file (mp4) to Vimeo and wait until the video is processed. Embed video (Vimeo has Help to explain embedding).
(Any other website to upload your video is OK, Youtube, Screencast.com, etc.)
a. Comment on your reasons for joining #rhizo14, your level of participation and your experiences of the “course”.
Wanted to know more about rhizome in pedagogics. Fascinating subject, lots of people are looking for better education.
Reconnect to mooc people of other moocs.
Stay in tune with new types of mooc.
Wanted to know more about rhizomatic learning.
Continuing the course also because of social structure and processes in the group. Could one say: When content is more unsure and fuzzy, than social processes tend to become more intense?
I could not tell what is rhizomatic learning in one sentence. If you need more than one sentence to tell someone what you are talking about than some more thinking is needed.
b. Comment on your experiences of inclusion/exclusion in this community
Start was very inclusive.
Did meet some very nice people, enjoyed doing the course.
Tried to discuss critically this rhizomatic learning thing, I guess cultural and language difficulties did not help here. Got not too much critical answers.
Too much inclusion does not foster debate. I prefer some more resistance and discussion. The social processes in the groups (lots of likes and love and friendliness) prevented a more critical attitude in general? Or is this a cultural divide?
About rhizomatic learning: The idea of Rhiz Learning seems to be an attempt to change school pedagogics. Outside school and outside formal courses learning most of time is not well defined and not embedded in authoritarian structures. That informal could be called rhizomatic learning. But I still doubt if the word rhizomatic does add anything to the definition of (non-school or formal) learning. (Ockhams razor comes in mind, Entia non sunt praeter necessitatem multiplicanda)
My question ” Is auto etnography scientificly sound? Self report in psychology is low level research, how about etnography? ” is a methodological question.
#rhizo14 has a narrow view on learning: Learning by students in school.
Learning is a human quality, and school is by far not the only place where humans do learn. In one of the first weeks the incident in Facebook about academics was prophetic as in many blogs and facebook messages now the subject is academic.
To describe learning we do not need the Rhizome-word. Humans do learn, humans are always learning. Learning may occur consciously or without conscious awareness. One learns all kinds of things, easy, spontaneous. Where to find the coffee in the supermarket. How to find your way in your neighborhood. Humming that song. The name of your favorite people. Humans learn, without end. This natural free style learning is connected, effortless, not determined, not voluntary, endless.
Does the R-word add something to our understanding of learning? Or is the R-word an obstacle? Maybe the R-word was a pedagogical affordance to make teachers think about learning?
Could R-learning make a student an academic? No, because an academic is a person who learns goal directed. That is what an academic is. Is wandering around and free-learning needed for an academic? The academic does work in an academic discipline as it is sometimes called. If we do not work to form connection we may follow the wrong god home. (Danielle Paradis) Free wandering learning could be useful even for an academic.
I do enjoy #rhizo14 because of the conversation and to meet you online.
After some weeks in rhizome14 the focus is shifting to the navel of the community. The community as a safe haven in the universe of internet and education. JannymacknessAnn Gagne: ” Is There a Curriculum in this Community?” is a clear question to rhizo14. NOTE: @jennymacknesst it’s Ann Gagne’s blog post + question you linked to – not mine
My personal rhizome is greater than rhizo14. ds106 and it is Potcert of Lisa M Lane are part of it. And my rhizome is the people I work with, the village i live in. It is the library, and whatever is in my life. It is the musicians I play with. Life as a curriculum and a rhizome.
The learning nomad is on the road and meets people, inspiration, views, and new insights. The knowmad comes in villages and cities of different knowledge and hears prophets and voices of wisdom, meets kind people. (assignment_1: what are the most important parts of your rhizome?)
The personal curriculum of a participant (has this words roots in curry??) is more than the curriculum of #rhizo14
The people of #rhizo14 are part of a greater communities. (asssignment_2: why do the #rhizo14 people think of their group as a community, why do not they think of it as a rhizome?)
The image of the nomad. I keep thinking of scenes from the book Kim of Rudyard Kipling. A crowded road with all kinds of interesting people. The book Kim is a very rhizomatic novel. (assignment: write an essay on the book Kim a a rhizomatic novel)
Is there a curriculum in this community?
If we read for curriculum: an invitation to learn, a possibility to learn. (assignment_3: what are differences between a rhizomatic curriculum? )
Than #rhizo14 is part of a curriculum.
Is sharing information = learning? It is a lower form of learning, information needs to make sense and must be translated to knowledge. Literacy and skills are part of learning. And questions such as about the sene of #rhizo14 are part of a learning process. (assignment_4: what are your opinions on the possibility of a curriculum in rhizomatic learning?)
I did learn (again) that kind words of passers-by are a bless to a nomad on the road of learning. Thank you for that. (assignment_5: be kind to passers-by)
The elusiveness of the term community, or perhaps the jaded quality of the word raises the challenge of mapping “community” in any useful sense. The idea of community as curriculum could be understood as essentially getting rid of the concept of curriculum and working with the “community” at hand. This is a useful approach that I have found works well with demotivated learners, and though I have not participated UMW’s ds106 course seems to work in a similar direction very successfully.
If however curriculum is still a useful notion, and we wish to frame community as curriculum, then we need to further discuss what community involves. In a previous post I mentioned some of the elements that may form part of it, but left out perhaps the most important one, perhaps because it is so obvious, interaction. Communities involve interactions between individuals and groups of individuals and indeed with other communities through networks. When these interactions are rich, conversations emerge, and when these conversations are rich, when they go beyond serial monologue, dialogue can be developed (in the sense used for example by Freire, Böhm or Buber). This kind of interaction, though hard to achieve, could perhaps go some way toward revealing and contesting the power relations that Mariana Funes refers to. It is also perhaps what we should be looking for, at that campfire in the dunes, as a way of focusing and mapping our learning. I believe marram grass is a rhizome J
In this sense, it may be that instead of community as curriculum, we might explore the notion of the conversation as curriculum.