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November 13, 2009
Highlighted Resources
Net Pedagogy - Final Presentation Day
Final presentation for Net Pedagogy Conference:
Terry Anderson
Title:Distance Education Pedagogy Past and Networked Future
Description: In this session Terry presents and contrast 3 generations of distance education pedagogy. He examines the tools and philosophy of cognitive/behavioural, constructivist and connectivist models.
He begins the session discussing ways that users - teachers and learners, have capacity to socially construct the use and applications of the tools we use. He finally presents an argument for supporting both group and network learning contexts in formal and lifelong education and overviews a possible model for Athabasca University.
Time: Friday, November 13th Time zone conversions 3 pm EST
The session will be held here in Elluminate. Discussion will be held in this moodle forum.
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November 12, 2009 [Link] [Tags: none]
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Recordings: Day Two: Net Pedagogy
Presentations from today's sessions are now available - Stephen Downes delivered two presentations (simultaneously to CCK09 and a F2F conference). Vicki Davis presented on differentiating instruction...
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November 12, 2009 [Link] [Tags: none]
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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
Tomcats, LOLcats, body language or wordsby Ulöp O'Taat.
I participated in the eluminate seminar on LOLcats today. It was recorded and will likely be posted in CCK09 later. The presentation is also available here in better sound quality:
http://www.downes.ca/presentation/232
Near as I can figure, the thesis is that people speak in languages other than words, and the new media facilitates this greatly. I did like the pictures of the cats.
November 13, 2009Lets write a "collaborative micro-paper on twitter" for #CCK09
I threw a proposal on twitter:
from @leilanachawati: I like PLEs RT @luzpearson Lets write a "collaborative micro-paper on twitter" for #CCK09 --> WHAT YOU LIKE MOST OF CONNECTIVISM?
from @RolandLegrand:
@luzpearson #CCK09 WHAT YOU LIKE OF CONNECTIVISM? It helps us understanding macro issues while enhancing personal learning capabilities
and mine:
#CCK09 --> WHAT YOU LIKE OF CONNECTIVISM? I like there is no outside control on learning: is a personal discovering process (with others)
Want to leave your answer? Please do so.
presentations
Today we had two online presentations as part of the Net Pedagogy conference- Martin Weller on what changes when there is an abundance of connections and information and Frances Bell on teachers and their role in the learning process, both when they are there and when they are not. Lots of new material to followup on from both of these. November 12, 2009
CCK09*Reflections on ‘Pedagogy of Abundance’*Wk 9
George Siemen’s asks CCK09 participants: ‘Do you think there is something different about ‘Abundance’ that influences pedagogical practice?’ My response: Yes, course design needs to address with great clarity the presence of Abundance. I feel there are definately sufficient e-learning tools available but course design may require further consideration. The central issue concerns the focus or emphasis [...] November 12, 2009
CCK09*What happens when the teacher disappears*Wk 9
Frances Bell, an academic of the Stanford Business College, U.K., presented for this week’s Connectivism and Connective Knowledge course’s ‘Net Pedagogy’ Conference. In essence, Francis affirmed the value of the presence of a teacher amongst students/learners and also expressed a concern about the potential dehumanizing effect of educational models that do not engage a teacher. [...] November 12, 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: help with some clarification pleaseby Freddy Niche.
Free will is dead, and yet, humans yearn to express it, live it, and hope for a manifestation of its existence, what, in order to support the belief in their, destiny? Does not humankind recognize the inherit contradiction in this quest? When replicators inhabit the host, what is the destiny then of that receptacle? How may free will exist, if replicators determine the paths forward?
November 13, 2009Re: Net Pedagogy Conferences
by Andrea Neville.
Thanks for posting that link - it is not one I had bumped into before. To follow on from Frances presentation yesterday I might not need a teacher at all times, but I do want guides in order to find the good stuff since there is just so much stuff out there.
I am particularly liking how we are moving into a mix of theory and application during the last few weeks - and the presentations so far are mix of that as well. That helps me with seeing how things could be applied in different environments and not just focused on the theory part.
November 13, 2009Tomcats, LOLcats, body language or words
by Ulöp O'Taat.
I participated in the eluminate seminar on LOLcats today. It was recorded and will likely be posted in CCK09 later. The presentation is also available here in better sound quality:
http://www.downes.ca/presentation/232
Near as I can figure, the thesis is that people speak in languages other than words, and the new media facilitates this greatly. I did like the pictures of the cats.
November 13, 2009Re: Tomcats, LOLcats, body language or words
by Gillian Watson.
Hi Ulop,
It was nice speaking with you at today's talk 
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I think you are right. LOLcats were used as an example of one way in which people communicate on the internet (internets in LOLspeak). There is a particular pattern in the creation of a LOLcat as well in the understanding of a LOLcat.
Re: Tomcats, LOLcats, body language or words
by ailsa haxell.
I am planning a lolcat picture in my doctoral thesis rofl 
An earlier rendition
http://tinyurl.com/yk4zhbd
The current edition is too good ( 
imho) to share (sorry).
I feel obliged/pressured with respect to academic guidelines to have original content in the thesis.
I am currently reading Sarah Pink on visual ethnography while developing a rationale so i can justify my use.
Re: Tomcats, LOLcats, body language or words
by ailsa haxell.
Hey, decided to play nicely and share, this one's not quite as artfully done as the one for the thesis but i would love sum feedback
And i am serious as to its inclusion
http://cheezburger.com/View.aspx?aid=2836130816
Re: Sensitive Mail
by Ken Anderson.
Pork souvlaki. WIth potato, salad, on a bed of rice. Two skewers, slathered in tzatziki. My mouth waters again at the thought and taste of it.....
Pedagogy. Is the absence of pedagogy, still a pedagogy? I mean, if I don't teach, am absent as a teacher, am I still teaching under a form of pedagogy? Could I classify this 'absence of the teacher' form as 'laissez-faire' pedagogy? Would there be understandings from laissez-faire capitalist theory and practice that would migrate to this understanding? Would there be a requirement for a Keynesian approach within a laissez-faire pedagogical model when the quantity of 'learning' recedes?
Today I am brown-bagging it (well actually, I have a coleman cooler full of lunch goodies). Left-overs. But healthy stuff, fruits, veggies etc.
Re: Sensitive Mail
by Gillian Watson.
You are too funny!
I agree with you that it is better if it happens impromptu but sometimes I think a facilitator or teacher has to nudge a bit to get things going.
I had a BLT and tomato soup, but for dinner much more exotic fair... moose and asparagus... mmmm
Re: Power and Authority in Education
by Maijann Ruby.
Thank-you Mary. I'm very interested in issues concerning Literacy programmes too.
November 13, 2009Re: help with some clarification please
by Ken Anderson.
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, 2009Re: help with some clarification please
by Frances Bell.
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.
Re: help with some clarification please
by ailsa haxell.
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)
Re: help with some clarification please
by Frances Bell.
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.
Network Soup
by A One.
The network is primordial
November 12, 2009Re: help with some clarification please
by ailsa haxell.
" 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.
Re: help with some clarification please
by Ken Anderson.
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, 2009Re: help with some clarification please
by ailsa haxell.
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.
Net Pedagogy Conferences
by Leila Nachawati.
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.
Re: Sensitive Mail
by Ken Anderson.
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....
Re: Significance of teaching and learning
by Michelle Schenk.
Thank you for this link. It was very insightful. I will read it again more closely.
November 12, 2009Re: Openness
by Mary Rearick.
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....
Re: Significance of teaching and learning
by Leila Nachawati.
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, 2009Old Growth
by A One.
One and ones grow
November 12, 2009Degrees
by A One.
All degrees make growth
One might ask
What growth is sought by ones?
As growth of One is given
November 12, 2009Re: Power and Authority in Education
by Mary Rearick.
Maijann,
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.
Post in Twitter and use the hashtag #cck09 to be listed here. (These should be fresh. Still working on improving the Twitter display.)
RT @mweller: @gsiemens - my slidecast from last night is here: http://u.nu/6rau3 #cck09 (thanks!)RT @gsiemens: RT @mweller: @gsiemens - my slidecast from last night is here: http://u.nu/6rau3 #cck09 : pedagogy of abundance, cool !
really? RT @luzpearson Went to virtualeduca on BA - new ways of learning+formal education. No one has even mentioned connectivism!! #cck09
Listening to Stephen Downes on "Speaking in Lolcats: What Literacy Means in teh Digital Era" #CCK09
@luzpearson @leilanachawati:there is an english version here, Connectivism, #CCK09 in #virtualeduca http://tinyurl.com/ydvkk5q
@luzpearson @leilanachawati: Connectivism #CCK09 in #virtualeduca, video included: http://tinyurl.com/ykrbwl4
Listening to Martin Weller's Pedagogy of Abundance (week 9 of cck09) http://bit.ly/3HYBX7
@coolcatteacher presenting here in 2 minutes for Net Pedagogy week in #CCK09 http://bit.ly/3ib0jB
About to start #cck09 in elluminate - join us with @gsiemens - would love some company - http://bit.ly/3ib0jB
RT @coolcatteacher: Preso Flat Classroom/ Differentiation w/ @gsiemens #CCK09 7pm EST - http://bit.ly/3ib0jB [Elluminate]
@coolcatteacher: Preso Flat Classroom/ Differentiation 20 minutes 7pm EST - http://bit.ly/3ib0jB [Elluminate] #cck09
@coolcatteacher: Preso Flat Classroom/ Differentiation 20 minutes 7pm EST - http://bit.ly/3ib0jB [Elluminate] #cck09
RT @coolcatteacher: About to start #cck09 in elluminate - join us with @gsiemens - would love some company - http://bit.ly/3ib0jB
RT @coolcatteacher: Preso Flat Classroom/ Differentiation - http://bit.ly/3ib0jB [Elluminate] #cck09
Preso Flat Classroom/ Differentiation 20 minutes 7pm EST - http://bit.ly/3ib0jB [Elluminate] #cck09 (via @coolcatteacher)
#CCK09 why do we need teachers? learners encounter 'teaching' through interactions with others -but current indust model not just for lerng
@francesbell says a good teacher is "someone who inspires, guides, informs his students and know when to disappear" #CCK09
RT @gsiemens: Starting Now: @francesbell Transparent Teaching+Learning: what remains when teacher disappears http://bit.ly/3ib0jB #CCK09
Joining this week's live session with @francesbell on teaching+learning http://bit.ly/3ib0jB #CCK09
Great session by @francesbell. Thank you for bringing a very warm voice into #CCK09.
Thanks to all who attended CCK09 Elluminate , and especially thnx for your contributions
@francesbell thank you for this session and also the great way you did your presentation. #CCK09
Do you feel like a "digital resident" or like a "digital visitor"? http://bit.ly/3ugFzD #CCK09
David White: residents see the web as a space, visitors see it as a tool box" Twitter is a residential platform http://bit.ly/3ugFzD #CCK09
Nice discussion between @gsiemens & @moodler (M.Dougiamas) about Moodle (Commts) Future of learning: LMS or SNS? http://ow.ly/Bk0Z #CCK09
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