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November 12, 2009
Day 2 presentations are as listed below (all sessions will be heldhere in Elluminate
Title: Open Education: Projects and Potential [webcast of an f2f presentation]
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)
Title: Speaking in Lolcats: What Literacy Means in teh Digital Era [Webcast of an f2f presentation]
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)
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)
Recordings: Day One - Net Pedagogy
Recordings from yesterday's sessions (Martin Weller on Is there a pedagogy of abundance? and Frances Bell on Transparent Teaching and Learning: what remains when the teacher disappears) are now available.
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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: CCK09presentations
Hello Ailsa. I suspect Stephen follows this line of thinking, not so sure about George. The Dawkins et.al. memes/temes/singularity discussion seems to lead in this direction as well, imho.November 12, 2009
This is also something that I find difficult to tease out in connectivism.
This thread last year
covered the ground but I am not sure there was a conclusion re connectivism.
Another thing that puzzles me is where is the agency in a connectivist network? People are sometimes talked about as nodes, sometimes beings that traverse the network, and sometimes it is knowledge that traverses the network. This could just be that everyone thinks about things in their own way, rather than a lack of clarity in connectivism itself (though I am not sure). I often observe people talking about networks in connectivism as though they were specifically social networks.
My other bugbear is the conflation of network behaviour with the firing of neurons, as I think that nodes can be much more complex and do 'more' than fire/connect.
hey, if i'm a node, i want to do more than connect and fire...i want to think, to feel, to be...
Im ok with a metaphor of synaptic firings, but as a human filled with love & self importance & some regard for others, i also know i am more than this.
I like to think...is that the problem?!
Its what i hate about behaviourism.
I'm not going to accept a theory that tells me that my humanity as a thinking feeling person doesnt matter.
It matters to me that my functioning is more than based on unconscious impulses, and it matters to me that i am self choosing.
I am basically a humanist with some transpersonal leanings.
A humanist with awareness that the things as well as the people around me that i connect with, have significance in their impact, they alter me and i them. My identity is established in my network.
(I could go very feminist here and talk of what it is to be constructed as woman, but i prefer to look at what it is to be feminist cyborg per Donna haraway...or at least a hybrid per Latour...either way, i know i am more than neurones, or a non thinking behaviourally challenged pigeon, rat or whatever)
I am more than happy to know the 'ailsa with a mobile ph and with a laptop' is a different being to the ailsa at the beach without either.
Or that the ailsa with a kitchen, husband, daughter...is different to the one with a phd and a lecture to give...
And there is also a concurrent assemblage where i am all of these- more than one and less than many, to use Mol's term.
I know i am not...so far...perhaps never likely to be...a fireman , a soldier etc.
I also do not embrace a belief system that says knowledge jumps external to the nodes...or people...got to get from here to there somehow and this takes actors, human or otherwise...
A flattening of the terrain to see how it gets from here to there...
So, a long winded R(Ant)
For my webinar tonight I found this great quote
“In other words, social network theories fail to account for the ontological differences between humans and non humans, explaining human agency in dehumanized terms”
I think that this is a criticism that can also be levelled at connectivism, particularly the flavour that compares everything with neurons firing.
The network is primordialNovember 12, 2009
" The tyranny imposed by social network theories is that a node acknowledges only other nodes, and can relate to those nodes only in terms of commodified exchange. If something is not a node, it cannot be engaged in exchange, and therefore it has no value." (Mejias)
Such a way of thinking denies the impact of the means of communication. MacLuhan's the medium is the message would go out the window if the only nodes considered are people.
And such a network would also deny the import of local contexts?
And at its most base, it is amoral (imho) I only connect with 'valued' others, with whom i have an advantageous relationship...
The pedagogical implications for teaching and learning would be tyrannical.
So, what's needed?
....to free the oppressed one must free the oppressors...
And therefore my role ((as teacher/learner) would be to explore and create critical imagination of the internodal spaces, and of the limits of the constrained world (network?) view.
Is a machine a node? A book? A library? (i.e. are there non-human nodes?)
Are the internodal spaces all connections? Is 'self-choosing' a prerequisite before connections occur, or do connections occur sub-consciously?
What is feeling? Where does it occur? Does it involve fired and wired neural connections?November 12, 2009
Within an ANT sensibility, yes to the first line.
In internodal spaces, Meijas' critique of network points to their being more that morally should be considered as potential for connections.
The issue of self choosing, or subconscious is going to get me into Latourian hot water. I'm going to say yes...But...
Latour absolutely hates the arrogance of theorists and researchers who believe thay know better than the actors themselves what shapes them. So Habermas is about top of the list there.
However, if the traces can clearly be mapped and seen to have an effect and recognised as having influence, then yes. BUT its not 'social forces' its not ephemeral, it had to be trackable every step of the way.
Feelings i will concede have a chemical component, but not causal...i can be injected with adrenaline and attribute love or anxiety to the same rush. It is me, a thinking and emotional being, that makes meaning ...and acts on such meaning...not the chemistry.
I really enjoyed yesterday´s conferences: Before Martin Weller´s "Is there a pedagogy of abundance?" I had some problem with my computer´s sound at work, so I experienced trying to follow the conference without actually hearing it. It kind of worked, since the slides were good and participants made comments which helped follow the session.
Frances Bell´s conference, "Transparent teaching and learning", I could follow without problem and I found it very useful. However, I wondered if a teacher can make the necessary shift from a traditional teaching enviroment without the school´s support. I think many teachers are willing to adjust to all the changes but face many constraints from traditional institutions reticent to change, so I asked Frances for practical advice on how to deal with this barriers and she recommended me Steven Warburton´s blog, which I´m finding very useful and thought might be interesting to share.
I ended up with the chicken stir-fry with a Thai sweet and spicy sauce yesterday. Yummy! Today, perhaps a wrap?
hmm. I like an unstructured setting within a structure. I like a place to write (like Moodle) and I like the freedom to write what I like. As a textrovert (a phrase coined in an earlier post by another contributor) I am at home in this environment, moreso that a f2f environment where I may feel reactions from others that can inhibit my activity.
The chicken had been well sliced up....
I would prefer, as a facilitator, to set the mood by example as opposed to issuing statements to set the mood by fiat. I prefer more impromptu (SNL) over canned laughter (some sitcoms). I am uncomfortable with a recipe approach to engagement while acknowledging that some methods are more engaging that others.
Afterwards I had a coffee (black with half a sugar) and felt like having a nap at my desk but was continually interrupted by the phone...
to be continued....
Thank you for this link. It was very insightful. I will read it again more closely.November 12, 2009
I really enjoyed the session on Openness and Transparency, Alan.
Your website has evolved ... Interesting. The videos were great!
You raise an important point... openness...and ethics....
It´s interesting that Michael Wesch focuses on meaning and significance as core aspects of education, it´s what education is about although we often get lost in other details.November 12, 2009
One and ones growNovember 12, 2009
All degrees make growth
One might ask
What growth is sought by ones?
As growth of One is givenNovember 12, 2009
Thank you for sharing this information related to the Millenium Development Goal.
I have been wanting to thank you for posting your concise record of the sessions on PLEs. Those sessions were well done.
Frank Schirrmacher is interested in George Dyson's comment "What if the price of machines that think is people who don't?" He is looking at how the modification of our cognitive structures is a process that eventually blends machines and humans in a deeper way, more than any human-computer interface could possibly achieve. He's also fascinated in an idea presented a decade ago by Danny Hillis: "In the long run, the Internet will arrive at a much richer infrastructure, in which ideas can potentially evolve outside of human minds."
Is this what George Seimens and Stephen Downes have been getting at with connectivism?
If so i hadn't been thinking this, i had been taking a more ANT oriented focus where ideas are held within a net, where their 'truth' is created as a condition of that net...but not that they exist in the spaces between...
have been doing some blogging at amusingspace about Schirrmacker's provocative discussion (mentioned in the lead post above)
I found this post that segments into this discussion quite nicely:
Check out this link:
And then follow the link to the project page at:
Then I suggest that you submit your own response to D'Arcy Norman and her Connect Project.
I´ve enjoyed these essays very much, Sui. The academic freedom issue reminds me of the controversy arised by the Bolonia Process, which is meant to transform European Universities into a European Higher Education Area. One of the most criticized points is the fact that universities become more dependent on business and companies´funds, therefore less focused on independent and critical approaches.November 11, 2009
Post in Twitter and use the hashtag #cck09 to be listed here. (These should be fresh. Still working on improving the Twitter display.)#CCK09 why do we need teachers? learners encounter 'teaching' through interactions with others -but current indust model not just for lerng
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