The end of the rhizome?

rhizome#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?

Learning is difficult, a tough job, when one wants to learn a subject or a skill , purposeful,  goal-oriented. To learn at will, we need discipline and care. We need a curriculum for this  learning, a plan and a teacher could help. Because you could learn the wrong basic skills or knowledge and never succeed. A liminal space – an in-between-space – between mastery and troublesome knowledge. This is a space of potential risk. Jenny Mackness writes in length about this risk. This risk of learning wrong is not the risk to fail. Maybe, risk is what living is about?

Is it possible to learn to be an academic without this school-learning? We banter about the term “lifelong learners” in education quite a bit. It’s a hopeful sentiment — that the learning opportunities in our space will not just spill over in the lives of our students (I teach 11 year olds) but will provide the structure for self-centered learning in unknown situations at any given time in the future (Dogtrax on P2P)

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.

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.

Books

readthefmanual

‘Methinks there is equal need of a Society for the Diffusion of Useful Ignorance, what we will call Beautiful Knowledge,’ (Thoreau, Walking)

Church nor government were the first to open Public libraries in my country. Why? How is that in your country?
In Wikipedia I found a list of book burning history. People are afraid of books. Governments, churches did burn books. Wars are dangerous for books. Why do governments and religious persons burn books?
Governments and churches made list of forbidden books, because of reading those books would make one stupid?
My mother told me reading too much is bad for eyes and brains, they wear off. She did not believe reading would make me stupid.

Some students do believe anything that has been said in the news on the television. Some do believe their teacher, some believe books. Good teachers help these students to unbelieve television or books and teachers to challenge authority structures.

I did have some ideas on the slogan “the community is the curriculum”. How about you? Is this community really the curriculum? I have a feeling the curriculum is made by one or some of the community. (are we  a community or  a crowd?)

Course on crap detection Howard Rheingold crap detection 101 with some links to other crap detection.
Baloney detection kit (Sagan)

Mediawijsheid

babyvraagMediawijsheid houdt in

  • Dat we in staat zijn om oude media (televisie, radio, pers) en nieuwe media (internettoepassingen, sms) te gebruiken.
  • Dat we een gezonde mentaliteit ten opzichte van deze media hebben.
  • Dat we ons bewust zijn van de mogelijkheden van de media en de context van informatie.

Je kunt  onderscheid maken tussen

  • Dagelijkse mediawijsheid (de competenties en houding die nodig zijn voor een alledaags, informeel en creatief mediagebruik)
  • en reflectieve mediawijsheid (een bewuste en kritische houding ten opzichte van de media).
  • Produktieve mediawijsheid   paralel aan praten, uitvoeren,
  • Consumptieve mediawijsheid  paralel aan luisteren,  interpreteren.

(bron: Wikipedia)

Ik voeg toe: informatievaardigheid;  technisch inzicht;  communicatieve vaardigheden; taalvaardigheden; digital literacy;

Ik vraag me af wat een ” gezonde mentaliteit t,o,v. deze media ”  allemaal inhoudt.
Een kritische houding tav inhoud en vorm??

Informatievaardigheden
– Mediavaardigheden
Veilig mediagebruik

 

You are invited to comment on this blog.

Media education, digital literacy, media literacy

media education

media education

Being media literate requires a person to have a sound knowledge of the different media,
including knowledge of technical basics and aesthetic forms, of the conditions and forms of media
production and distribution in society, and an awareness for the cultural and communicative,
economical, and political importance that these media have in globalised societies. Media literacy
is a capacity for sensible, considered, and responsible media use. This includes the ability to
make considered choices, to understand and interpret media codes, and to make careful use of
media during our leisure time, at school and in our professions. Active and creative design using
the media for self expression, for articulating subjects which interest us, for contact and
communication is another core area of media literacy. Finally, media education promotes media
criticism, which refers both to media development in society, as well as to our own (self-reflective)
media use and media creations.
(source: http://www.keine-bildung-ohne-medien.de/manifesto-on-media-education/ )

Leren kan je niet meten How to measure learning? #etmooc

evelienMijn kleinkind Evelien ( 2 maandenoud) heeft een nieuwe baby gym,  Ik haalde hem uit de verpakking zette het ding in de box en na drie seconden was ze er helemaal gek mee. Ze gaat er druk mee aan de gang. Slaan en vastpakken, het rinkelt en piept.
Heeft ze iets geleerd in die eerste paar minuten van de kennisnmaking?
Ja, ze heeft geleerd, maar wat? en Hoeveel?
Leren is geen deterministische activiteit, [Cormier]  het is geen oorzaak en gevolg proces. Wat Evelien geleerd heeft kan heel iets anders zijn dan wat die andere baby leert van haar baby gym.
Je kunt van Evelien niet zeggen hoeveel ze heeft geleerd. Je kunt achteraf (na jaren misschien) wel met haar praten over haar leren.
Maar de vraag is, weet je altijd precies wat en hoeveel je geleerd hebt? Kun je dat weten?

My (2 months old) grandchild Evelien has a new baby gym, I gave her the thing, and after three seconds she was totally crazy with it. Hitting and grabbing the rings and beeps. Has she learned anything in those first few minutes? Yes, she has learned things, but what? and How? Learning is not a deterministic activity [Cormier] it is not a cause and effect process. What Evelien has learned, can be very different from what the other baby learns with the same baby gym. You can not tell how much they have learned. You could talk to her about her learning when is has learned to talk. But the question is, can you know exactly what and how much you have learned? Can you tell?

Knowledge / kennis #introphil Truth / waarheid

zwaanThe introphil course is a bit in favor of analytical philosophy, combining truth and knowledge very closely.
Some other philosophers (Critical rationalism and others) do not want to put knowledge and truth too closely together. Because your knowledge could be true now and in some weeks we could discover our knowledge is not true.

De introphil cursus trekt de analytische filosofie  een beetje voor, door waarheid en kennis nauw met elkaar te verbinden. Sommige andere  filosofen (bijv. Critical rationalism )willen kennis en waarheid niet zo nauw met elkaar verbinden. Want jouw kennis kan nu waar zijn, en over een paar weken kunnen we ontdekken dat onze kennis niet waar is.

 

 

Philosophy and theology #introphil

kerkA very remarkable difference between USA and (North-West) Europe is the use of God and Jesus in common language.
Een merkwaardig verschil tussen de USA en Noordwest Europa is het gebruiken van de namen van God En Jezus in de taal van alledag.

No european told me he wanted to pray for something. I guess some europeans do pray, but they would not tell me. US-citizens do tell me they will pray for something. What does that mean for the place and status of theology and preachers and ministers on both sides of the Atlantic Ocean?

Er zijn geen europeanen die me vertellen dat ze ergens voor zullen bidden. Ik veronderstel dat sommigen dat wel doen, maar ze zeggen het niet. Wat betekent dit voor de status van de theologie en van priesters en predikanten aan beide zijden van de Atlantiche Oceaan?

In most N-W European universities theology is not regarded high as a real serious science. How is this in Canada and USA?

In veel Noordwest europese universiteiten wordt theologie niet helemaal voor vol aangezien als wetenschap, Hoe zou dat in Canada en de vS zijn?

 

Why open? (this blogpost is a work in progress)

Why should I throw my intellectual products out in the open?

Why do people think open is better than closed?

I know most open software is better than closed, but is there a better reason than that for choosing the Open?
Find an ethical or philosophical reason for choosing Open.

(This is my homework for this weekend, next week will show an answer)

Is it because sharing is human?

Is it because solidarity is an ethical rule? <GNU manifesto
Is it based on the Golden Rule? <Golden Rule
It is an approach that responds to the concerns of others not out of a sense of duty, but from a feeling of responsive mutuality?
Is “Property” a difficult thing? Is it the nature of property that forbids to add knowledge to the list of properties? (<Property, Bodies and Wittgenstien)

Is copyright used as <censorship?. Keeping people from knowledge?

(image from http://marylandlearninglinks.org/)

Sources:
Berry (2004) Internet Ethics: Privacy, Ethics and Alienation – An Open Source Approach. (PDF file)

Sensemaking and connections #change11

Connecting information to knowledge is one way to make sense. The Aha-Erlebnis is the moment when a new bit of information finds its place in the network of knowledge, and the moment you know that.
When learning new information good students try to find connections to existing knowledge. Good teaching is connecting new lessons to existing knowledge.

  1. … Ideas occur within a context that enables them to make sense.
  2. Second, context is accepted for different sorts of reasons than are the hypotheses that emerge within it.
  3. Third, the idea of a new scientific context occurs roughly the way his own illumination of Aristotle’s ideas did: all at once, an entire whole snapping into view the way a duck-rabbit illustration switches instantly from one view to another.  [David Weinberger, Shift happens ]

Do we translate <context> as <a network>  ??

More on sensemaking jupidu, she translates Karl E. Weicks  organizational sensemaking to learning sensemaking.

I did write earlier on sensemaking. In that blog I do translate sense with value. We could also use the word ‘meaning’ for sense.

T, lucidTranslucent  connects sensemaking and  anti-intellectualism .  Is sensemaking  sensoric (feeling) or is it about giving meaning (intellectual), or is it both  or more?

Cos’è la creazione di senso e perché è così importante?  SerenaTurri
È uno sforzo “per creare ordine e dare un senso a posteriori di ciò che avviene” (Weick1993); è
“un motivato, continuo sforzo di capire le connessioni. . . al fine di anticipare le loro traiettorie ed agire con efficacia ” (Klein et al. 2006).
[What is the creation of meaning and why is it so important?
It is an effort "To create order and make sense of what happens later" (Weick1993) is
"A motivated, continuous effort to understand the connections. . . in order to anticipate their trajectories and act effectively "(Klein et al. 2006).
It is important because it is in the presence of a fragmentation of the content and because the interaction presents problems for educators and students must be able to make sense of what is happening, to develop a coherent view of the many topics that make such a MOOC, complex system, consisting of
"A different set of actors, which dynamically interact with each other in a sea awash with feedback." (Miller and Page, 2007).]

(image: Calin MAN – Locomotion Pictures 3.0, Hypermedia application, 2001, screenshot, copyright Calin Man)