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November 9, 2009

Conference week: Net Pedagogy

Week 9 is a conference week, focusing on Net Pedagogy. This will be a great opportunity to reflect on how social networks and networked technology impact how we teach and learn.

To Participate:

All sessions will be held here in Elluminate. Discussion will be held in this moodle forum.

We've lined up excellent speakers for the week:

Martin Weller
Title: Is there a pedagogy of abundance?
Description: In a digital age we have seen a fundamental shift in many of the basic economic models underlying industries as they move from an economic model based on scarcity to one based on abundance. This is a discussion based session in which I wish to explore whether the same transformation is occurring in education, and are our existing pedagogic models based around an assumption of scarcity, rather than abundance?
Time: Wed, November 11. Time conversions (5pm GMT)

Frances Bell
Title: Transparent Teaching and Learning: what remains when the teacher disappears
Time: Wed, November 11 Time Conversions 2000 GMT

Stephen Downes
Title: Open Education: Projects and Potential [webcast of an f2f presentation]
Description:
The internet offers society the opportunity to provide access to a free or affordable education for all. This concept is known as 'open education' and is the subject of various projects, such as 'Open Education Resources' (OER) or the Open Courseware Project (OCW). This talk will look at the principle of open education, talk about major projects, describe the role played by educational technology, and outline some of the challenges.
Time: November 12, 10:45 - 11:45 am EST (time conversion)

Stephen Downes
Title: Speaking in Lolcats: What Literacy Means in teh Digital Era [Webcast of an f2f presentation]
Description:
The internet has introduced us to a world in which we can communicate with each other in a wide variety of media. Where formally we could only talk and sing to each other, now we can create videos, author animations, link to videos and images and cartoons, and more, mix and match these in a complex open-ended vocabulary. What it means to be literate in such an information age is fundamentally distinct from the literacy of the 3Rs, and teaching new literacy an evolving challenge for those of us still struggling to learn it. This talk looks at the elements of 21st century literacies, redefines critical thinking for the internet age, and suggests a redefinition of what we think of as 'core' curriculum.
Time: November 12: 2:45 - 3:45 pm EST (Time conversion)

Vicki Davis
Title: Differenting Instruction and Global Collaboration
Description: Differentiation may seem easy to those who have art supplies and other tools handy, but how does it look when it goes online and student connections become part of the learning process? Vicki Davis, co founder of the Flat Classroom(tm) Projects will lead a discussion sharing some of differentiation strategies used when global classrooms merge in rich, online learning experiences.
Time: November 12 Various time zone conversions (7 pm, EST...NOT GMT)

Terry Anderson
Title: TBA
Time: Friday, November 13th Time zone conversions 3 pm EST

To Participate:
All sessions will be held here in Elluminate. Discussion will be held in this moodle forum.

Highlighted Resources

Pedagogy
Found via the Twitter feed (thanks Maijann7). This post describes pedagogy, and then for good measure, feminist pedagogy (and I quite like the first point of the latter: "Good Feminist Teaching teaches to where the students are. Bad students are like bad dogs; it's not their fault, it's their owners' fault. Remember that by the time you get a student in your class, they've been through twelve years of public school (with the few exceptions of private school kids) and television viewing where intellectual curiosity is beaten out of them." Numerous good links (scroll down). Laura Sells, VoXygen, November 9, 2009 [Link] [Tags: none] [Comment]

Sharism: A Mind Revolution
"The key motivator of Social Media and the core spirit of Web 2.0 is a mind switch called Sharism," writes Isaac Mao. "Sharism suggests a re-orientation of personal values. We see it in User Generated Content. It is the pledge of Creative Commons." I might word things differently here and there, and my emphasis my vary in places, but Isaac Mao's sharism has a lot in common with my own views. I like the way he stresses that while sharism embodies the values of communism and socialism, "Under Sharism, you can keep ownership, if you want. But I like to share. And this is how I choose to spread ideas, and prosperity. Sharism is totally based on your own consensus." Isaac Mao, Joi Ito, November 9, 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

Re: My experience...
by Maijann Ruby.  

Hi Asako,
I've been trying to follow the Moodle forums and also blogging - but I realize that the CCK09 activity is occurring in twitter. Maybe you will be able to find the information more easily in twitter?
Best wishes
Maijann7 - in twitter!

November 9, 2009

CCK09 Neuroscience Research
This Neuroscience research goes deeper into the brain Conduct basic research on such questions as how the brain builds and loses memory, and how the visual system develops. The Plastic Brain: UAB Neuroscientists Stretch the Boundaries of the Mind UAB scientists on the cutting edge of neuroscience discuss their mind-bending research. NextWorld - Neuro Genesis Would you like to be [...] November 9, 2009

CCK09 Openness & Transparency*Reflections*Wk 8
Today I listened to an Elluminate audio recording of a discussion between George Siemens, Stephen Downes and Alan Devine as part of the CCK09 Connectivism and Connective Knowledge online course. This discussion was concerned with the topic of Openness & Transparency in online learning. I also watched the video titled ‘The Amazing Unknown Flower’ by [...] November 9, 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.

Re: How the internet enables intimacy and openness?
by Sui Fai John Mak.  

I believe in certain predictions: I would surely agree on the impact of Web and Internet: more personalized, and more ubiquitous.  Are we smarter?

There are big questions here (a) about the universe that were raised by Stephen Hawking and (b) about dark matters and dark energy in this talk by Patricia Burchat. With web and internet, are we able to learn more about the discoveries, advances in technology, and share our concern of the present system/ecology?  What are our options for the future in face of rapid changes of technology and ecology?

November 9, 2009

What is Academic Freedom For?
by Sui Fai John Mak.  

In this What is Academic Freedom For? An address delivered by Robert J. Zimmer

"the purpose of academic freedom is precisely to preserve this openness of inquiry and freedom of thought. In other words, academic freedom is designed to protect and preserve for the long run the unique capacity of universities to contribute to society."

Here are the essays on "Is Academic Freedom in Trouble?"

How about openness of inquiry and freedom of thought for individuals in networks, communities and universities?   Is academic freedom rhetoric or reality in networks?

November 9, 2009

My experience...
by Asako Yoshida.  

I am not sure where this fits in in terms of our ongoing discussion, but I will include here.

I have been experimenting with an open source bibliographical management tool called Zotero. I had a problem with some steps involved in printing selected citations in a bibliographical format, or printing it according to the menu indicating that it would. I posted the problems in the forums. I received a couple messages indicating that the description of my problems was not understandable, I should read how to do bug reports and describe the problems in such a way that they will understand. So in this context, I needed to adjust myself and understand the languge used in the forums and their procedure to relate to them properly. I crealy needed adjust my approach to their forums in order to connect to them.

Asako


November 9, 2009

Re: Fear of Googled Past
by Leila Nachawati.  

I´ve read this full thread a couple of times and find the points raised here crucial to understand the changes we´re going through. I agree with Socs that it´s sad that we can´t be ourselves, and I see how pragmatism is an euphemism for fear. The riskiest form of control is self-control, nobody needs to control us any more if we internalize that a given action will turn itself against us, and I guess we´re more or less unconsciously adjusting ourselves to the digital identity we´re expected to have instead of questioning how right the standards we´re judged by are and facing them. By adjusting ourselves to these "hirable" persona we inevitable lose something in the process. I also like Lisa´s optimistic view that this is something we´re going through as a generational transition, and that when everyone gets used to seeing each other´s pictures, videos, etc. on the Internet they will just not pay so much attention to them any more. Maybe there will be new ways to filter relevant contents, we´ll stop talking about "digital identities" and consider everyone´s identity as a whole. Still, since we´re the generation that´s living through the changes, it seems important to be careful with the standards we´re creating, and we´re creating them when we tacitly accept them.

November 9, 2009

Against transparency?
by Leila Nachawati.  

After reading Lawrence Lessig´s article Against transparency, I don´t think I quite get the point. He focuses on the growing tendency to openness and transparency and analyzes the risks it involves going through different examples within the medical, political and judicial field.

This is a central idea within the article and definitely connected to the ideas raised in our course:

Mobilization works when the system gives consumers information that they can use, and in a way that they can use it (..) Once simplified and standardized, it makes it possible for consumers to change the way the market works. The problem, however, is that not all data satisfies the simple requirement that they be information that consumers can use, presented in a way they can use it. "More information," as Fung and his colleagues put it, "does not always produce markets that are more efficient." Instead, "responses to information are inseparable from their interests, desires, resources, cognitive capacities, and social contexts. Owing to these and other factors, people may ignore information, or misunderstand it, or misuse it. Whether and how new information is used to further public objectives depends upon its incorporation into complex chains of comprehension, action, and response. To know whether a particular transparency rule works, then, we need to trace just how the information will enter these "complex chains of comprehension.

Does this mean that people as a whole need facilitators from “the system” who break things up for them, telling them just what they "need to know"? I guess some support system would be needed for open data to be put in context, but we could still access, just like we do now, different sources in order to get different analysis of a given piece of information. Lessig puts a lot of attention into “misunderstandings” being avoided, but I just don´t seem to understand the big deal about it. People may ignore information, or misunderstand it, or misuse it (..) A mature response to these inevitable misunderstandings are policies that strive not to exacerbate them. – But hasn´t it always been like this? Is it going to get dramatically worse by giving open access to information? Are we better off without knowing? Who decides what could be “misused” and “misunderstood” and how can we grant they won´t decide it based on their own interest?

November 9, 2009

Re: Against transparency?
by Asako Yoshida.  

I found Lessig's "Agasint transparency" very intriguing. His argument against transparency identifies the inherent contradictions of the Enlightenment thinking which we in the West continue to extend further. So how do we govern ourselves? When it comes to governing of the society, chaos, complete transparency or openess may not work???

Asako

November 9, 2009

Significance of teaching and learning
by Sui Fai John Mak.  

This Anti-Teaching: Confronting the Crisis of Significance by Michael Wesch provides great insights into learning.  What is the significance of teaching in a networked learning environment?  How about openness and transparency in teaching and learning? 

November 9, 2009

Re: Significance of teaching and learning
by A One.  

Teaching is not learning

November 9, 2009

Re: My experience...
by Maijann Ruby.  

Hi Asako,
I've been trying to follow the Moodle forums and also blogging - but I realize that the CCK09 activity is occurring in twitter. Maybe you will be able to find the information more easily in twitter?
Best wishes
Maijann7 - in twitter!

November 9, 2009

Re: My experience...
by Maijann Ruby.  

Addit - I should say that a lot of activity is occurring in twitter it seems compared to Moodle and perhaps blogging. A lot of students I work with prefer other platforms eg Cyworld or Hi-5 - so I guess it's important to pay attention to people's preferences.

November 9, 2009

Re: What is Academic Freedom For?
by Ken Anderson.  

I suppose there will always be a balancing act between freedom and responsibility, in any setting: traditional academia, digital networks and post-digital society.

As there will be those that question whether academic freedom is in trouble, or has been sold out to interests that conflict with openness/freedom of thought etc.

I don't think there are any definitive answers to your questions. One could provide substantial arguments in favour of either the rhetoric or reality positions. Which one has the stronger argument, in your opinion?

November 9, 2009

Re: Significance of teaching and learning
by Frances Bell.  

Thanks for that link John. Of course good teachers do a lot of 'anti-teaching'.

November 9, 2009

Re: Openness
by Gillian Watson.  

Roy and Ken, I do want to know what you had for lunch as well as what you were thinking about. I think that a little personal information helps me in humanizing you all and that helps me understand what you are saying. You become more than just words on a Moodle forum post. So, maybe I don't want to know what you have for lunch every day but once in a while is a nice treat.

November 9, 2009

Re: Openness
by Ken Anderson.  

Hi Gillian.  As I have been travelling recently, and my fridge is empty, tomorrow I shall have stir-fry at the cafeteria.  Perhaps a szechuan sauce, maybe even with jerk seasoning if I feel brave!

I hear what you are saying...   Text on a page (e.g. Moodle) is a little stark without a context (personal touch and information) in which to place it.

For the record, I am a sensitive male whose feelings are continually hurt by the brusque academic Roy whose 'sharp semiotic sword' cuts deeply.

hahahahaha!

November 9, 2009

Re: Sensitive Mail
by roy williams.  

Ken, there is a connection of course - you need a sharp sword to cut the beef finely enough for the stir fry.

And ...

Context and relationship matter.  When I do online workshops about online learning I outline the essentials as:

Comfort: you have to be comforably sited - at the keyboard, logins OK, feeds set up, touch typing (?), translation URL's, ... to taste.

Fun: who is doing fun stuff?  ... add icebreakers to taste, preferably only peripherally related to the course, if at all. 

Trust: comes from the personal disclosures in the fun part. 

Engagement: having got a feel for the context, and established some  building blocks for relationships, you are ready to engage with the ideas.

Conversations and Communities: you need a good host to connect ideas, people, food, chill out rooms, side rooms, etc.  Even the sharpest semiotics swords need a safe, inclusive, welcoming space to engage in. 

As they say, openness is as openness does. And Nancy White does it in spades.

November 9, 2009

Twitter

Post in Twitter and use the hashtag #cck09 to be listed here. (These should be fresh. Still working on improving the Twitter display.)

RT @gsiemens Net Pedagogy conference week times, topics, presenters: http://bit.ly/1wbtEU #CCK09


RT @gsiemens Net Pedagogy conference week times, topics, presenters: http://bit.ly/1wbtEU #CCK09


RT @suifaijohnmak RT @gsiemens Net Pedagogy conference week times, topics, presenters: http://bit.ly/1wbtEU #CCK09


RT @gsiemens: Net Pedagogy conference week times, topics, presenters: http://bit.ly/1wbtEU #CCK09 > Stellar event!


RT: @gsiemens: Net Pedagogy conference week times, topics, presenters: http://bit.ly/1wbtEU #CCK09


@markgammon #cck08 was used/is still getting some use despite the creation of #cck09


RT @gsiemens Net Pedagogy conference week times, topics, presenters: http://bit.ly/1wbtEU #CCK09


RT @anitsirk: RT: @gsiemens: Net Pedagogy conference week times, topics, presenters: http://bit.ly/1wbtEU #CCK09


@drsmetty My session is at 2000 GMT on wed 11 Nov in Elluminate - watch this space - it's a paeon for teachers #CCk09


lots of really good content this week in #CCK09 http://bit.ly/1wbtEU


RT @francesbell: @drsmetty My session is at 2000 GMT on wed 11 Nov in Elluminate - watch this space - it's a paeon for teachers #CCk09


Exciting sessions on net pedagogy this week http://bit.ly/38Bqv1 #CCK09


RT @gminks: lots of really good content this week in #CCK09 http://bit.ly/1wbtEU #lrnchat


Connectivism & Connective Knowledge (CCK09) – Week 9: Net Pedagogy -- http://bit.ly/38Bqv1


#CCK09 http://voxygen.net/pedagogy


RT @gsiemens: We've forced @cogdog to reflect on his Amazing Stories of openness here: http://tinyurl.com/yd8e6jn #CCK09


Chatting about @dlnorman "how do you connect to people online" http://bit.ly/1Eg5A2 in CCK09


Joining today's cck09 session on openness and transparency.. a bit late as usual


#iLikeThis:: Chatting about @dlnorman "how do you connect to people online" http://bit.ly/1Eg5A2 in CCK09 via @gsiemens Its good!


@gsiemens has a gun to my head, forcing me to speak in Elluminiate for #CCK09. Revenge shall be mine!


@cogdog but, we thank you for contributing. I'm quite enjoying this session #CCK09


@cogdog thanks for stopping in - great session! #CCK09


Sad that I missed the CCK09 elluminate again! But happy to be thinking about openness and catching up on Moodle posts.


@willrich45 2 Elluminate classes (1 for credit, other #CCK09), created a Twitter workshop (#Tclass) & brought 4 into fold, blog posts


@cogdog :-) great sharing #CCK09


P eace to mankind http://bit.ly/1LYph Are these people (us) networked? What are the implications? #CCK09


Education, learning & social networking in special way? http://bit.ly/Cbuyy #CCK09


Compare networked learning with this "lecture" of Yale University http://bit.ly/2qNffj #CCK09


Not science has shown, but this experiment, this effect has shown (Richard Feynman) http://bit.ly/2qNffj #CCK09


Trying to think of new ways to connect with CCK09!


Hopping from #cck09 Elluminate session to #NITLE session


Empowering Professional Openness...Terry Anderson http://editlib.org/view/33044 #cck09


"In transparent teaching we expose ourselves as learners" (@francesbell in @vandrcck09 session #CCK09


@romieh you were so right. I missed @daveowhite for #moralmaze. big mistake #cck09


@daveowhite the boy done good! great session at #CCK09 Elluminate


@francesbell Thanks :) It was a fun session #CCK09


@daveowhite @francesbell Agreed on both counts - good and fun #CCK09


RT @edwebb: @daveowhite @francesbell Agreed on both counts - good and fun #CCK09 I do agree also! Thanks again Dave and others, sia


@daveowhite Thanks Dave. A great session, lots of fun & discussion. #CCK09


@helinur I enjoyed it too, seeing you there #CCK09


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