After the camp fire #rhizo14

kampvuura. 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.

Curriculum and 5 assignments on #rhizo14

Waterdragers-Ganges-470x306After 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)

Rhizome and beer?

bosman_wikingToday my friend popped in for a chat. He knows my beer is good.
And again he asked “that rhizome thing tell me more about it.”
Now I was prepared and this is what I told him:
Look at the beer. It is made in Poland but the barley is from Danemark. The can is made of Australian bauxite in France. The carrier to bring the bauxite to France had a Cape Verde crew. One of them was very ill and needed a medical help. A USA warship was near and they took the sailor aboard in hospital.
The can arrived here in the shop by truck, a Polish truck with a Polish driver. He is married and with three children. One of his children is in jail.
On the can is a Viking Ship, the Swedish army once occupied part of Poland and Prussia.

Now he got it.
Oh he said. And the paint on the can is made in China in a factory that pollutes the environment. Now this beer did cause some accidents. That Polish driver was very tired and sad and he almost caused an accident on the road in Germany. The other driver was angry because of this near-accident and he was angry to his friends.

Ah, so ‘rhizome’ means anything is connected to everything else. Well for a start that is not bad. And rhizomatic learning is: Open a can with beer and think of all stories that one could imagine about the beer and the can..

We did talk a lot about the beer and the can. We could write a book about the can and another.

Explain the rhizome

doohof

First thing after breakfast, cleaning the room I find this sheet of paper. I must admit I was a fool yesterday evening. Tried to explain rhizome to my friend. He just popped in to chat. Than he asked “what did you do today?” Well he did ask for it, or did he?

He did not get it, so we discussed village politics and weather and the usual topics. Somebody should write a ‘rhizome in 5 minutes presentation’

The world of concepts and ideas is a rhizome, all is connected, and when we walk in the world of concepts it is as if we walk in a labyrinth. (you know this cartoon of someone selling maps of a labyrint?) Science tries to find ways in the labyrinth, maps.
Does a rhizomatic teacher provide the student with a map?

I like the 3 worlds idea of Popper. World 1 is nature, world 2 is experience and world 3 is concepts.
http://www.knowledgejump.com/knowledge/popper.html

Rhizomatic on group roles and functions

EdamWrite a blog post on social aspects of mooc.
In Wikipedia is a nice short description of Belbins group roles:

Plant: A creative, imaginative, unorthodox team-member who solves difficult problems. Although they sometimes situate themselves far from the other team members, they always come back to present their brilliant idea.
Resource Investigator: The “Resource Investigator” is the networker for the group. Whatever the team needs, the Resource Investigator is likely to have someone in their address book who can either provide it or know someone else who can provide it. Being highly driven to make connections with people, Explores opportunities, make contacts, shares external information
The “Chairman/Co-ordinator” ensures that all members of the team are able to contribute to discussions and decisions of the team. Their concern is for fairness and equity among team members. Clarifies goals; helps allocate roles, responsibilities, and duties; articulates group conclusions
Shaper: A dynamic team-member who loves a challenge and thrives on pressure. . Seeks patterns in group work; pushes group toward agreement and decisions; challenges others
Monitor-Evaluator: A sober, strategic and discerning member, who tries to see all options and judge accurately. This member contributes a measured and dispassionate analysis and, through objectivity, stops the team committing itself to a misguided task. Analyzes problems and complex issues; monitors progress and prevents mistakes; assesses the contributions of others; sees all options; judges accurately
The “Team Worker” is concerned to ensure that interpersonal relationships within the team are maintained. They are sensitive to atmospheres and may be the first to approach another team member who feels slighted, excluded or otherwise attacked but has not expressed their discomfort. Gives personal support and help to others; socially oriented and sensitive to others;
The “Implementer” is the practical thinker who can create systems and processes that will produce what the team wants. Taking a problem and working out how it can be practically addressed is their strength.
The “Completer Finisher” is the detail person within the team. They have a great eye for spotting flaws and gaps and for knowing exactly where the team is in relation to its schedule.
Specialistwho brings ‘specialist’ knowledge to the team. Single-minded, self-starting, dedicated; provides unique or rare expertise and skills.
More and different group roles do exist.
Group roles are not an analytical instrument, but a management or training aid.
More than one group (team) roles can be found in one human.
We could label some roles as task-roles, some are process-roles, some are people-roles, etc.
In a healthy group most roles are present.

The participants of a mooc are they a group? or just a loose sample of individuals?
Is it possible to recognize group roles in a mooc, when a mooc is not a group? If the participants of a mooc are (part of) rhizome, group roles are life functions of the rhizome?

Does a healty cMOOC need ‘group roles’?

Social psychology predicts some phases in the development of a group. (for short overview: Wikipedia)

I just wish we did not throw around the ‘community’ label so freely. Community takes work and commitment to having tough conversations. The process of naming something does not make it so. Online groups can be seen as a culture and there are different dimensions in which cultures differ:http://geert-hofstede.com/national-culture.html   ()

I did a blog on teacher roles in a mooc with a different list of qualities in participants in a mooc.
Image: Edam bridge.

Independence and scaffolding to autonomy. #rhizo14

independende
Image copied from http://davecormier.com/edblog/2013/05/07/embracing-uncertainty-rhizomes-and-independence-visual-notes/  Giulia Forsythe’s visual notes from Cormiers talk at connect 2013.
Read: Dave Cormier blogpost on self-assessment-and-self-remediation.

Central theme is the independence of the learner. The learner  is responsible for learning and is free and autonomous.  How to solve this paradox? Who is responsible in a teaching situation?

Scaffolding towards independence: Ask the learner to write a paper on ‘My road to independency’.  Could You write a paper, map “my road to independency”?

Learning with help of peers and teachers could lead to independency. How to help teachers and peers to not steer toward dependency?

Teacher is not the authority but a kind of a nurse. A good nurse wants you to leave the hospital as soon as possible because the hospital will hospitalize you and make you dependent on help. Did you manage to prevent your students from helplessness and hospitalization and dependency?

 

 

 

 

 

#rhizo14 Introduction

muzieknotatieThe first week will … Write an introductory blog post, state what your goals are going in to the course, post your blog post by Tuesday… This is the ORIENT part of the process.
On this blog I did some blogposts on rhizome and learning.
In the about page of this blog is a lot of introduction stuff about me and about my blogging.
My goals for this 6 weeks are a revival of my study on rhizomes in change11 and other MOOCS. How does rhizomatic learning relate to academic writing? How to disconnect rhizome from Deleuze &Guatari?  Question to self: Why should one want to disconnect these guys from the concept  rhizome?

In Deleuze I did read about rhizome as an image for structures, even cultures. Like that. All kinds of things are connected, life is not as straight and well formed as the metaphor of computers does suggest. Learning as a very fuzzy concept. Do you know a clear definition, could you tell me how learning goes?

image: Anestis Logothetis – “Fusion” (1971) music for bass clarinet. (Deleuze and Guatari in Mile Tableaux have a piece of music for piano in their front page)

Mooc op universiteit? Dutch universities going MOOC?

tablet student

Universiteiten staan voor de uitdaging om open online onderwijs te organiseren.
Natuurlijk, er zijn al vroege starters bezig, zoals Delft, maar de grote golf moet nog komen.
J. Bussemaker Minister for Education, Culture and Science did send a letter to the parliament to promote MOOCs and Open Education.

Open online onderwijs (OOO) stelt de univs voor problemen: Questions for univs
Hoe bind je de student aan de instelling?
Hoe voorkom je dat de student toch maar besluit om toch maar elders verder te studeren?
How to keep your students in your university?
Hoe geef je eigenlijk online les?
How to train teachers to become online teachers?
Question what Unique selling points of univ as mooc producer?
Hoe waardeer je het werk en de inspanning van de student.
How is grading done online?
Hoe school de docenten om tot deskundige online studieleiders.
Welke rol moet kan PR spelen,
How to involve PR people?
Hoe maak je echt goede online materialen, kunnen de grafische lycea daarbij helpen?
How to produce real good online lessons material, could design colleges assist?
“We are super-focused on customer service, which is a phrase that most univers can’t even use,” says Paul LeBlanc, SNHU’s president.
Wat is leren en wat is online leren?
What is learning and what is online learning?
Wat willen we met onze OOO bereiken?
What are our goals, objectives, values?
Hoe gaan we om met diversiteit aan vooropleidingen, leeftijd, cultuur, woonplaats, toegang tot internet?
How to handle diversity in online student population? Everybody from everywhere?
Wie zorgt tijdens de schoolvakanties in de weekeinden voor onze online cursisten?
Who is in charge after school hours, holidays, weekens?
Hoe zit het met eigendom auteursrecht enz?
How about copyright, and other juridical matters?
Hoe leer je studenten om te gaan met OOO?
how to train online students for online learning?

Teaching machine III

mechmoocI do have a teaching machine. It is a program on CD for learning Bulgarian. Why did I use a machine to learn? It is cheap, it is available and it does the job. No Bulgarian teacher here. One hour with a real life teacher (if she was here) costs a much as my CD-rom with the whole course. The real life teacher would have been nice, maybe better, but that is not the point.
So when teachers are not available, a teaching machine is a solution.
These CD-roms with a course for learning a language really do the job.
When I was a student I was the only student in the course Methodology. I had a teacher of my own. Never did try to calculate the costs of those hours with my “private” teacher. I liked talking to my private teacher about the books I was reading. Would it be possible just to read the books and learn as much as I did these hours with the teacher? Could a discussion with some peers do the same?
Of course costs of education and utility should not be the most important elements in a narrative about education, but administrators and managers often do not agree on that.
The Mechanical Mooc is an experiment: “Well, with previous MOOCs, there’s still been a professor who offers the course. Our course has no instructor. Our theory is that online learning tools have become robust enough with a light amount of coordination, learners can move through them together and support each other’s learning without a central authority.” Look at https://github.com/p2pu/mechanical-mooc to see the mechanics of the Mechanical Mooc.

Teaching/learning machine takes over some teacher roles?

worktweetlisaThe subject is getting more and more interesting. Questions do multiply.
As more learning takes place online, the question of how to establish and maintain social presence–the perception that participants are interacting with other human beings, not with just a well-designed interface–becomes increasingly important. (Robert D. Wright in a call for proposals) Do we always need human interaction when learning?
Would a bad teacher be better than a good “teaching/learning machine” ?
Is a mooc a teaching machine?
Will moocs develop into very good teaching instruments that equal some or all qualities of a good teacher? (A MOOC with a talking head in video-colleges is not a “human presence” in an online course, a talking head is a pain in the eye)
Will “learning/teaching instruments” be cheaper than brick and mortar colleges? We did a MOOC almost at no cost at all. Some MOOCs are very expensive, but that is not necessary.
Is the human touch necessary for all kinds of schooling?
Can “learning/teaching machines” be a solution of the very high demand for education in Asia and Africa?
Could teacher-to-student communication be replaced with student-to-student communication in learning? Distribute teaching roles among everyone in the school. Instead of a few highly trained teachers (who still may be bad at teaching), encourage a true form of peer to peer teaching.
Books and video did replace teachers as sole sources and providers of academic knowledge, will teaching/learning machines replace another role of the teacher?
What roles of a teacher could be done by a teaching/learning-machine?

” won’t there always be a back-of-the-mind barrier in the receiver that interacting with a machine is different than with a human.”
“I wonder if we might need to distinguish people who are machine taught over those who aren’t? “
(Scott Johnson, email)

IMAGE : http://lisahistory.net/wordpress/2013/12/an-educated-citizenry-or-an-efficient-workforce/