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The Daily

November 10, 2009

Highlighted Resources

CCK09: Considerations of Aggregate "Openness"
Good discussion of the downside of openness, with referencer to recent discussion in the CCK09 course. "do we miss some opportunities as we create others through "openness?" Do we, through perhaps Too Much Information (shades of Lessig!), limit potential diversity in our conversations and contacts and prematurely shut out opportunities for interaction with others with whom we may have some things, but not all things, or even critical things, in common?" Carmen Tschofen, Thinking Out Loud, November 10, 2009 [Link] [Tags: none] [Comment]

The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
As we gear up for our presentation week, we'll keep readings limited for the first few days. Antonio Fini, in a recent article in IRRODL analyzes CCK08 from a primary technological viewpoint. It's good to see a base of articles developing and dissemination of the CCK08/09 courses. For next year, I guess a comparison between the two courses would make sense... Antonio Fini, , 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 and Week 9. 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.)

New post: Universal Charter for Compassion: Unveiling on 11.12.09 http://bit.ly/24wglO #i3cs21 #eci831 #cck09


Hope to be able to follow #gsiemens course from the start someday, if there's another one. Will follow #CCK09 regardless. Interesting stuff.


Catching up on come #CCK09 recorded talks - Visitors & Residents http://bit.ly/1jKBY6


RT @laurapasquini: Catching up on come #CCK09 recorded talks - Visitors & Residents http://bit.ly/1jKBY6 (I know, but I proud of that one)


@jdelacueva Hemos hablado de ese artículo en el curso de Conectivismo http://bit.ly/20aUc7 con George Siemens y Stephen Downes #CCK09


@alafuente Estamos hablando del artículo de Lessig en curso de Conectivismo, con George Siemens y Stephen Downes http://bit.ly/20aUc7 #CCK09


"Language as a whole is the same kind of thing as punching you in the nose for saying ouch" Stephen Downes cck09 genius!


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


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