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November 3, 2009
Highlighted Resources
Internet as Religion?
I don't agree completely with the orthodoxy as restrictive agent view of this post, but the question raised is worth thinking about: how strongly are existing ideologies (hold overs from a physical-based world) imposing restrictions on the development opportunities of the internet. Openness and transparency are important in teaching, learning, and connecting. But is orthodoxy the key problem? Or the way in which ideologies are embedded into systems...and refusal to change is a function of systems, not of orthodoxy?
Jesse Hirsh,
,
November 2, 2009 [Link] [Tags: none]
[Comment]
Visitors and Residents
Roy Williams has organized a presentation by Dave White on Wed, Nov 4 at 8 pm GMT (Time Conversion). The session will be held in elluminate.
Dave White,
,
November 2, 2009 [Link] [Tags: none]
[Comment]
Contributions
Here's what course members from around the world had to say. Want to join the conversation? Submit your feed. Then put this at the beginning of your post: CCK09
CCK09 Struggles in the theory of Science continuedThis is about Science, not fiction! It’s amazing. Struggles in the theory continued. This part 2 talks about virtual particles, empty space. Virtual particles that fill the vacuum. “Emptiness” in vacuum is not empty. It mentions about vacuum energy. Enjoy this Part 1, 2 and 3. How does it relate to connectivism? It’s all about connections! [...]
November 3, 2009
Complex and open – simple and secret?
Now I am enjoying some papers guided by CCK09 week 6 Complex adaptive systems. I found the wonderful sites of SantaFe Institute, really easy and motivating to use. They will be my favourite sites… Another source worth of reading in my opinion is Francis Heylighen, Free University of Brussels. He deals with complexity and information overload in [...] November 3, 2009
CCK09 Power and Authority*Reflections
I’m reflecting upon Stephen’s comment during the Elluminate discussion this week about Vygotsky. In particular, the notion that the course facilitators/educators are not necessarily attempting to lead the learner/student towards a particular concept or set of ideas as such. At least, that was my interpretation. So the question is whether this Connectivist approach to learning [...] November 3, 2009
Discussion Forum
These links are comments posted to the Moodle Discussion Forum, Week 8. If you want to participate in the discussion, but don't want to set up a blog, then you can post here.
Opennessby Ken Anderson.
>Most people, however, are uncomfortable taking the risk of posting half-baked ideas publicly. (from the week 8 information page).
I am not uncomfortable posting my half-baked ideas publicly! What's to lose? It's just the internet, filled with half-baked ideas.
I suppose the interconnectivity age (IA) is most welcome by those that wish to share their thoughts, ideas, research, pictures, home videos, what they had for lunch etc. However, some individuals (and institutions) might like to keep research closed in order to benefit from the financial reward system that requires payment for (some of) the above. I'm content with both views.
November 3, 2009Intellectual Products
by Kerry Dobbins.
I posted something similar to this in the Intro to Emerging Technology class forums the same week we were making podcasts.
The problem is that I find myself torn: I'm both a producer of intellectual products (I won't use Intellectual Property for this conversation, just to avoid some of the legal baggage, but essentially you can say they are the same) and I am consumer of intellectual products.
I love it when things are free on the internet. I also know the value when I am using a $50,000 a year database through my university's library. Having digitized archive data of various kinds, I know how mind bogglingly slow and labor intensive that process really is. Four months in the National Archives in London netted me only 80 gigs of digital records (untranscripted and untranslated!). Professional databases represent terabytes of data, I have a hard time imagining the army of people working on them. Part of my tuition goes to paying for access to these hard won databases.
My tuition also represents the training I receive. This is intimately tied to the question of authority in education, but when the only thing you get to show for a decade + of debt and training is the degree on your wall and the stuff in your head it is hard not to feel defensive when other people want that stuff in your head for free.
Now I'm not suggesting anything crazy like billing my friends for dinner conversation, but for all that academics like to talk about making what they do open and free for everyone to see or read, there is also this "And someone else can go first!" mentality. There is a real fear that we might devalue the only product we have.
Re: Openness
by Maijann Ruby.
I actually unlinked one of my blogs from another. I had put a link to a blog I use to write about health issues on my 'individual' blog site. I found that a couple of people were going to my health blog from the 'individual' blog and commenting about a controversial topic - in fact, the management of H1N1 - I feel people have strong opinions and feelings about this topic. When we enact a role at work we have to accept certain rules and regulations of the system that we work within - regardless of personal attitudes - so I wasn't comfortable that people were making connections between some of my ideas as an individual with the role I enact within a body of health practitioners - even though I was using the 'individual blog for the purposes of professional development. I am obliged to follow the rules, regulations and laws of a larger group. The way that I express myself as a member of a body of health professionals is a lot more restrained - and necessarily so. So I was trying to find the right way to express myself online both as an individual and as a person who is a member of a group of health professionals - in the end I felt it was better to simply unlink the two blogs. So clearly people are still able to read both types of blog - but I have made a point of distinguishing between the individual and the group. I now work as a teacher but I guess the same sort of situation could arise for teachers too.
November 3, 2009Re: Power and Authority in Education
by Kerry Dobbins.
Hi Geoff,
I think Otto Scharmer makes a really good point about the divide between innovators and the administrators. One interesting thing is that there is often a mistrust between specialists and the people who manage them. I know I have heard my engineer friends complain that their managers don't manage well because they are not engineers. It seems like Scharmer is touching on a bigger problem there.
It does seem like a paradox that the people with the most innovative ideas are rarely the ones who have the power to implement them.
I wonder if even having done all this thinking on the subject and invested all the money into the certificate, how much will I be able to implement any of the ideas I have now into future classrooms? Professors have quite a lot of autonomy, but that often ends at the classroom door.
Thanks for the link!
Post in Twitter and use the hashtag #cck09 to be listed here. (These should be fresh. Still working on improving the Twitter display.)
Learn from struggles in theory? http://bit.ly/W6Mag #CCK09@CathyLAnderson thanks for noticing my blog post. I am trying to convince at a least a few staff members that I'm not crazy. :-) #cck09
CCK09 Educational and Business Leadership « Suifaijohnmak's Weblog http://bit.ly/4tPgyJ
@cogdog created the perfect resource for #CCK09 this week on Openness and Transparency: http://bit.ly/35LCGP (Thanks Alan!)
RT @gsiemens: @cogdog created the perfect resource for #CCK09 this week on Openness and Transparency: http://bit.ly/35LCGP
RT @gsiemens @cogdog created the perfect resource for #CCK09 this week on Openness and Transparency: http://bit.ly/35LCGP (Thanks Alan!)
RT: @gsiemens: @cogdog created the perfect resource for #CCK09 this week on Openness and Transparency: http://bit.ly/35LCGP (Thanks Alan!)
@gsiemens Not that @cogdog isn't a fav of mine, but an upcoming Spark http://bit.ly/2GJIbl #CCK09
Lessig on openness and transparency RT @tuchodi: An upcoming Spark http://bit.ly/2GJIbl #CCK09
Is there a difference between East & West? In West, ask a good question; in East, think & reflect on a good question or meditate Y/N #CCK09
Is there a difference between E&W? In West, to respond to a good question, in East, to think and reflect on a good response & meditate#CCK09
CCK09 About openness via questions and responses « Suifaijohnmak's ... http://cli.gs/m6tMJ
#cck09 - how "open" is something that can't be edited?
Learn from comments & conversation of fb,Youtube, twitter, reveal how human would treat each other openly-no reservation in open space#CCK09
Are there any research on how people treat people (good & bad) in open NETWORK based on "openness" principles? We learnt it too well?#CCK09
Just posted some reflections on last #CCK09 Elluminate http://bit.ly/OxNyQ
Updated my blog Personal Learning Environment #cck09 Connectivism ( http://bit.ly/3xy5RB )
@daveowhite We hope we could have a lot of sharing Nov 4 Wed 20:00 to 21:30 GMT Elluminate Session on Visitors and Residents #CCK09 See you
Teachers whose smiles remain http://bit.ly/re2Es #CCK09
My CCK09 PLE - Connectivism & Connective Knowledge 2009 and PLE - http://bit.ly/1eKWuq
I must be crazy, given how busy I am, but I just signed up for a course in Connectivism taught by the estimable #George_Siemens. #CCK09
starts to read #CCK09 blog posts and discussions. I am three weeks behind the schedule (sigh).
Reading Dutton's Fifth Estate. The internet as a (central) space. #CCK09 http://icio.us/rgqhu5
Updating myself on CCK09: Have been busy with other things lately and have not really been following the CCK09 .. http://bit.ly/2w8Bog
@doctorblogs 'subsumption' as in @gsiemens statement 'a collective is the subsumption of self' http://bit.ly/2KCV0A #CCK09
Nov 4 Wed 20:00 - 21:30 GMT Ellum CCK09 & all interested in connectivism invited to http://connectivismeducationlearning.ning.com #CCK09
@dean_jenkins thanks.. when identity of self gets subsumed into a group. [Hard going presentation! http://bit.ly/2KCV0A #CCK09 ]
Your ideal learning (a) social/learning networks (b) self reflection (ind. learn) (c) PLN/PLE, (d)= (a) (b) (c), (e) formal education #CCK09
Properties groups/networks tensions arise. Would trust & understanding important? http://bit.ly/2l5fnE #CCK09
@dean_jenkins Group & network different properties, do not compare well- tensions. Reality at work: work as a group, a team EXPECTED! #CCK09
RT @gsiemens In about 8 minutes, #CCK09 here: http://bit.ly/3ib0jB Topic: Power and Authority in networks
All welcome! RT @gsiemens: In about 8 minutes, #CCK09 here: http://bit.ly/3ib0jB Topic: Power and Authority in networks
RT @francesbell: All welcome! RT @gsiemens: In about 8 minutes, #CCK09 here: http://bit.ly/3ib0jB Topic: Power and Authority in networks
rt @gsiemens Now: #CCK09 here: http://bit.ly/3ib0jB Topic: Power and Authority in networks
Have joined live discussion for CCK09: http://tinyurl.com/nzfo6p Power and Authority in Networked Learning
so do none of my techy friends know what i should download to be able to open .jnlp files in window7? missing #cck09 :(
Missed part of #cck09... will need to be of a catch on the weekend.
@amcunningham Oh no. Sorry to hear. I'm a Mac user - so I'm staying far away from Windows 7. Good luck returning to the good side for #cck09
Reading a write up on open spaces via @NicolaAvery in CCK09 Moodle Thanks! http://tinyurl.com/ygxoj35
Recording from today's CCK09 discussion http://bit.ly/1MbTvC
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