Guerilla in #rhizo14

decoding

Rereading an old book of Umberto Eco I find an essay ‘Voor een semiotische guerrilla’ (To a semiotic guerrilla).
In this essay Umberto Eco writes about mass media and decoding.

Eco gives a short semiotic lecture about messages: The source of a message uses a code to assemble a message.
The message is transported via a channel. The reader uses code to translate, decode or read the message. (Some do not use the channel bur they use “medium”. I prefer channel)

Umberto Eco stresses the importance of decoding or reading the message with a code that is chosen by the reader. The reader should not uncritically use the code of the source.

The guerrilla is the struggle to make this critical decoding happen when someone is reading mass communication messages, newspaper or television.
In my opinion this ‘guerrilla’ should be used in education. An educational guerrilla to make the student-reader use his own codes to read mass media, books, blogs or whatever. This decoding by the student is linked to the student as producer.

Essay is in Dutch, translation in “de alledaagse onwerkelijkheid”, 1985, uitg. Bert Bakker, Amsterdam, no mention of title of source for translation. Essay was a contribution to the Congres ‘Vision ’67′ in New York oktober 1967, of Internat. Center for Communications. Art and Sciences.

Rogers independence

kabouterIn humanistiek education a student is the final judge of his own work en where the individual has to take the responsibility for deciding what criteria are important to him. (Janet Gale from a book Independent Learning in Higher Education (1984). ) via http://davecormier.com/edblog/2013/08/04/self-assessment-and-self-remediation/

The informal learner is the sole judge of his work, with some help of friends or others.

Rogers 1969: a blogpost on that http://principlesoflearning.wordpress.com/dissertation/chapter-3-literature-review-2/the-human-perspective/freedom-to-learn-rogers-1969/

In most countries government does want to introduce a national curriculum. And these governments do want students to be more innovative and creative. In communist countries central planning led to disaster, now central planning is the new educational hype in the western world.

And governments want to test and measure results of schools.  Innovative and creative teachers are leaving classrooms. Students are not encouraged to be their own judges and to assess their own work in a school with a national curriculum and testing.

Informal learning and rhizomatic learning?

Enforcing independence?

cmapEIMindmap for introduction to this subject of enforcing independence (EI). Made with CMap.
Questions: what is the connection with rhizomatic learning and EI

Is it possible to enforce independency?

Is every student ‘ready’ for independency? And does that matter?

Lots of ethical questions here.

What about forcing one to independence and another teacher gives support and offers nice dependency to the student?

Is rhizomatic learning about independency?

How about the social interconnectedness of learning and study and independency?

Is independency a typical cultural ideal of a some cultures? How about African cultures and clan and interdependency? What is interdependency?

About the Buddhist > do nothing branche of the mindmap: It is a very short note. In Chinese Tao  some teachers preach the  do nothing  Wei Wu. One practical reason one of them wrote is: by doing nothing you do not hinder the Way.

Re-purposing as learning activity

jeans repurposed as a book cover

jeans repurposed as a book cover

Re-purposing is a key activity of connectivist MOOCs (cMOOCs). George Siemens, Stephen Downes and Dave Cormier explained what they meant by this in their introduction to Change 11 MOOC,  (Jenny Mackness in her blog).   They call it  ‘repurpose’ instead of ‘create’.  Re-purpose is about how to read or watch, understand, and work with the content other people create, and how to create your own new understanding and knowledge out of them.

Hergebruiken (is dit de juiste term?) is een van de sleutelvaardigheden in een connectivistische MOOC (cMOOC) . George Siemens, Stephen Downes and Dave Cormier  leggen in hun  introduction to Change 11  uit wat ze ermee bedoelen. (Jenny Mackness) . Ze noemen het  ,repurpose’  (voorlopig dus vertaald als ,hergebruiken’)  in plaats van ,scheppen’, ,creeëren’. Re-purpose gaat over lezen en kijken begrijpen en werken met het materiaal dat anderen gemaakt hebben, en over hoe je met dat materiaal je eigen nieuwe begrijpen en kennis maakt. 

Vertaling: je toe-eigenen of je eigen maken; toepassen, zou een goede vertaling kunnen zijn van re-purpose. Purpose heeft te maken met doel,  herdoelen geeft ook een beetje van de betekenis weer. 

Jenny Macness mentions the tensions between repurposing and plagiarism.   In scientific publications plagiarism is a serious offense, but in art it is a new  form of art be it a collage, hommage, pastiche or cross-over, or  inspiration. Imitation is an accepted practice in learning how to paint, write poems, etc. I found a muse-app With this app children can make new art out of pieces of old art,  like a collage.

Er is een wazige grens tussen repurposing en plagiaat. (Jenny Mackness) In wetenschappelijke publikaties is plagiaat een doodzonde, maar in de kunsten is het een nieuwe vorm, zoals collage, hommage, pastiche of cross-over of een vorm van inspiratie. Imitatie is een normale manier om te leren schilderen, gedichten maken, enz.  Er is zelfs een muse-app, Met deze app pak je stukjes uit bekende kunstwerken (van Michelangelo, Vermeer, Cranach en Rembrandt) en kun je daarmee je eigen kunstwerk maken. Wees creatief! 

You are invited to comment on this blog.

 

Edublogger on open education

diversiteit horizonSURF stelt enkele vragen :

1) welke ontwikkelingen voorzie jij op het gebied van MOOC’s en open education voor jouw instelling en/of het Nederlandse hoger onderwijs?
2) wat zijn volgens jou kansen en bedreigingen?
3) wat zou jouw instelling / SURF / de overheid moeten doen met het oog op deze ontwikkelingen?

Notities voor een pitch

1) what trends you see in MOOC and open education for (Dutch) higher education?
2) What opportunities and threats do you see?
3) What should institutions / SURF / government do in preparation of these developments?

  1. Er komt meer variatie in open en gesloten aanbod. Gesloten betekent hier gestructureerd en teacher-centered en met de nadruk op kennis.  Open betekent dan ongestructureerd, student-centered met de nadruk op vaardigheden. De xMOOC is een gesloten en sterk voorgestructureerde manier van aanbieden van kennis. De M van massive staat voor een groot publiek dat dezelfde cursus krijgt voorgeschoteld.  De cMOOC kenmerkt zich door zwak gestructureerde content en de nadruk op eigen inbreng van de deelnemers. De M van massive staat hier voor de noodzaak van een groot aantal actieve deelnemers opdat er voldoende verschillende deelnemers zijn.
    Overigens is er nog steeds een officieel beleidsvoornemen om meer Open te zijn.
  2. Wellicht is er enig nut in het “aanbrengen van Kennis” met voorgestructureerde cursussen (xMOOC)  voor grote aantallen studenten.  Kennis is geen vies woord.  Maar onderwijs dat alleen maar bestaat uit “voortoets; lesje, en natoets” is echt niet didactisch de beste methode om als land een voorsprong op te bouwen in innovatief en kreatief onderwijs. De zelfwerkzaamheid van de deelnemers in een (cMOOC) cursus op academisch niveau is een magnifieke gelegenheid om al doende hogere denkvaardigheden en andere academische vaardigheden te oefenen en te leren.  De vraag is of diversiteit slechter is dan uniformiteit.
    Er is al zoveel ervaring. Leer van anderen voor je een MOOC start, doe eerst een paar verschillende MOOCs zelf mee.
    Bedenk dat videocolleges voor 1000 online studenten een gigantische aanslag zijn voor je servercapaciteit, en zoek een oplossing voor je start.
  3. Hoewel de organisatie van een cMOOC eenvoudiger en veel goedkoper is dan het publiceren van een xMOOC is er veel te weinig oog voor deze uitdaging voor de kreativiteit van  universiteiten en hogescholen.  Er is tot nu toe weinig aandacht voor de cultuurverschillen tussen het USA-onderwijs en het Nederlandse onderwijs, Het is de vraag of  je (bijvoorbeeld) een MIT cursus blind kan kopieren en in het Nederlandse onderwijs toepassen. Er is veel meer aandacht en onderzoek noodzakelijk naar beter didactische praktijken zoals die o.m. in cMOOCs  worden ontwikkeld.

Some remarks for use in a pitch:

More variety in open and closed courses. Closed  means structured and teacher-centered and with an emphasis on knowledge. Open means  weakly structured, student centered and with an emphasis on skills. The xMOOC is a closed and highly structured way of providing knowledge. The M stands for a massive  public, all reading the course. The cMOOC is characterized by weakly structured content and an emphasis on participation. The M stands for the massive need for a large number of active participants.
Maybe a need excists  for  the “application of knowledge” with structured courses (xMOOC) for large numbers of students. Knowledge is not a dirty word. The self-motivation of the participants in a (cMOOC) course at graduate level is a magnificent opportunity for exploring higher thinking skills and other academic skills. Is diversity good or bad?
Although the organization of a cMOOC easier and much cheaper than publishing a xMOOC there is far too little attention to this challenge for creative universities and colleges. Little care is given to cultural differences between  USA universities  and the Dutch-education , the question is whether one (for example) can copy an MIT course in the Dutch education.

Meer over Open en OER:  http://connectiv.wordpress.com/2012/10/01/diderot-and-an-open-source-of-knowledge/

Make Avatar story with Map

My Avatar

My Avatar

Make an avatar, using software or make it with scissors and glue.
Cooperate to make a map with a place for your avatar and all other avatars.
Write the story of an avatar that lives on the map.

Helping questions:

Is your avatar an animal, sign, person from a book or televison or film,
Is the avatar a mask, occupation, face, body?

How do the avatars connect?
Where does your avatar live, boat, harbour, mountain, city, farm, tree,
cage, zoo?

Map in 2D or 3D
use large paper, floor and paint.
use garden or some place outside.

Chaos in #clmooc

kermis

Drinking an after diner coffee in a quiet summer evening, thinking of a comment I wrote.
Is it OK that much of the activity seems chaotic? I suspect you don’t mind, MOOC, since you thrive on decentralized activities but I wonder if some people are turned off by the way each Make Cycle unfolds in a flurry of activity? While we try to make clear that people can enter at any time, I wonder if that is the message newcomers get from the activity. MOOC, if you were to stumble upon yourself right now — in the third Make Cycle — what would you think? Would you feel invited to participate?
This question about chaos is interesting. I love chaos, choice and abundance. Do not know if people do fear or avoid chaos.
In real world chaos is normal mode, order is exception. (Order has always been forced upon people, in Europe we know about that from history)
Chaos is said to provoke creativity, so lets make chaos bloom. (I do not want to cite Mao tse Tung, for he was an order-by-force dictator)
On a computer screen a MOOC is not as chaotic as it is for someone who wants to get an overview. On a computer screen all is coming one by one, so the chaos is less.
All people participating in this and other moocs seem to cope with this chaos very well.
Maybe someone will ask in a survey when the mooc is over all participants some questions about chaos as a gift or as a danger.
(Part of this text was my comment on questions of Kevin

Feeling accepted and at home with people depends in my view on getting attention, connection, and comments on blogs, someone noticing you. Do you agree? It is like a fair, like the fair in our village now. A fair is chaotic, chaos and lots of people and things, but if people are kind you will enter the fair without worries.
I would feel invited in this clmooc as at least one person would make clear she did notice me participating. And I am very happy more did in fact. Did you make someone feel at home in this Mooc, and how did you?

#clmooc A Trial Learning Walk

In make cycle 3 the trial learning walk of Mary Ann Reilly is mentioned as an opportunity. The trial learning walk is a rhizomatic way of learning, and nomadic. These words are from connected learning theory.

straatjeI will try a learning walk because it is kind of follow up to streetview. The difference between this streetview and learning walk might be the difference between fiction and non-fiction.
Mary Ann Reilly writes about her trial walk It’s still early to make much of the images or film, but I know that there’s an emerging sense of differences within the city and how geography of place gives way to neighborhoods.
I guess the walking is the start of a learning process, experience that must lead to thinking and asking questions and search for answers and evidence This looks like experimental learning.
Questions about trial learning walk:

Is the Trial Learning Walk a learning process to enhance learning and a creative way to find an interesting and personal subject to learn?
Students do learn what could not been predetermined. So I suppose testing or evaluation would be qualitative measuring and not the common quantitative measuring as in assignments with A’s and B’s or grades or marks.
Do you need a camera or could we use paper and pencil?

(my photo, a street in little Dutch village)