Connectivism & Connective Knowledge

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The Daily

December 1, 2009

Highlighted Resources

The Role of Open Educational Resources in Personal Learning
The role of open educational resources is to function as a vocabulary in which we converse. The main emphasis of this presentation was to speak of their role in the development of networks - these networks are the characteristic result of conversations. Stephen Downes, Stephen's Web, December 1, 2009 [Link] [Tags: none] [Comment]

Socializing Open Learning
Yesterday, during the Open Social Learning Conference in Barcelona, I presented on Socializing Open Learning. The title links to the elluminate presentation. Slides are available here George Siemens, , December 1, 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: Comments and reflection on Elluminate Session on 25 Nov 09
by Jenny Mackness.  

Hi Roy

I have listened to the Elluminate session recording and blogged about it. A great example of learners taking control of their own learning. A really interesting thing to do would be an interview of each of the Elluminate session participants to explore exactly what was learned - was it content or process or both or something entirely different?

But that's not why I decided to respond tot this post. Needless to say (having worked together for quite a while on our research - but still not having met) I am not surprised at your post here. The CCK08 Troll situation makes sense - I was there - I experienced it and I was one of the people who withdrew into the blogs - although I may have done that anyhow, as I simply could not keep up with forums.

I haven't been keeping up very well with CCK09 - but I do know that it has been quieter and calmer with no Troll/s. But I do think that your statement:

de facto constraints (Troll self-excluded), and implicit constraints (modelled good beviour) -

could be an assumption. We have no evidence of self-exclusion of a Troll (not being there doesn't mean self-exclusion)  - nor do we have evidence of implicit constraints. Perhaps no-one feels strongly enough about connectivism to ague against it, this year. So it could be good behaviour, simply because there is no bad behaviour.

Despite this - I do intuitively feel that constraints are probably necessary - but I haven't quite worked out why yet. In the back of my mind it has something to do with protecting those who cannot protect themselves - but I need to think more about this.

I'll go away and think now - could take a while!

Jenny

December 1, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Jenny Mackness.  

HI Nicola,

I am really late in joining this discussion and have not been involved in CCK09 as much as I would have liked (mostly lurking) - but this sounds interesting and if you need an extra body - particularly a female body (am I allowed to say thatwink) then I would like to hear more about this.

Two things are of real interest to me:

1. I would like to learn more about how connectivism principles work out i practice with 'real' students.

2. I am keen to keep an eye on future research possibilities - although at this moment in time, I would be pushed to do this. (I can't even keep up with CCK09 at the moment!)

Were you thinking that these workshops would be f2f - or virtual - or both?

Jenny

December 1, 2009

Podcast 1 (part 2): my PLE and the influence of the CCK09 course
This podcast (part 2) was recorded as my final project for the CCK09 course. I invited Wilfred Rubens and Erwin van Hunen to reflect and discuss with on my PLE (personal learning environment), the CCK09 course and the difference between a LMS and a PLE. Shownotes: Analyzing Cindy’s PLE (0:00 – 11:00) The influence of the CCK09 course [...] December 1, 2009

Podcast 1 (part 1): PLE and the impact of technology
This podcast (part 1) was recorded as my final project for the CCK09 course. I invited Wilfred Rubens and Erwin van Hunen to reflect and discuss with me on PLE’s (personal learning environments) and the impact of technology on our learning. Shownotes: Introduction (0:00 – 2:00) PLE Erwin (2:00 – 3:15) PLE Wilfred (3:15 – 4:15) PLE close-up Wilfred (4:15 [...] December 1, 2009

paper 2
by Andrea Neville.  

Hi

I guess this is where we post your links? Mine is a bit late but on my blog as well.

http://anyakirax.blogspot.com/2009/11/what-could-be-cck09-assignment-2.html

Andrea

November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Hi Ken, interesting, and incisive response.  Thanks.

I suppose it depends on where you are coming from.  I caricature (a bit) ...

Scenario 1: traditional online faciliator (if there is such a thing!)

Assumptions:

Scenario 2: network surfer

Assumptions:

I suppose we are all mixtures of both, at times. I come into events like CCK primarily in #1. But I can ride with the network surfers when necessary, up to a point. The point is where #2 starts to undermine #1.

The Troll label is descriptive and (in my book) operational.  Creating CODA-space /useful learning ecologies requires boundaries, constraints, or whatever you want to call them.  Completely open parties (material or virtual) are generally invitations for someone to behave badly. (And you cant depend on luck-ing out, as happened in CCK09).

So I dont like the name calling (its ironical, of course, if you use it against a name caller), but the alternative (Trolls rule, OK) is so much worse.  The point is not to call names, but to identify behaviour: "That behaviour is  Troll-ish, its not OK to do that here, so please stay, but on those terms ... "

Research?

The survey was not perfect, we could improve on it I'm sure.  What it did tell us in both the survey and in the email interviews (in less 'tempered' language, quite often) was that several aspects of behaviour in the forums precluded people from participating.  I suspect that if we had had more time and energy to explore further, we would have found a sharp disctintion between the few hardened network surfers (myself included, at times) who were prepared to ride the waves whatever the weather, and a large majority who were really put off (add intemperate language to taste) - but thats all speculative hypothesis, the research could only go with the data we had.

There are lots of possible responses to this. My main focus in this context is, did this affect the affordances for learning, and I think it did.  In part, substantially negatively, in part just displacement.  One of the affordances I most value in online networks is the affordance (or set of affordances) brought about by the absence of alpha-primate behaviour.  That's just my choice of ecological niche, I suppose.

November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Heli Nurmi.  

Someone asked me to put my Elluminate presentation in Voicethread and I did it some minutes ago but I am not sure if it is still private or not. It was my very first visit to Voicethread and it was really easy and nice but I'm not feeling myself sure ...
Anyway I tried to share the presentation with CCK09 group. How to connect my picture to the dark side-picture? I thonk it remainde separated from it - can it be connected?

All my attention went to technological questions and I forget my thoughts about the content, it is either or.. but tomorrow I 'll be wiser I hope and more selfconfident


November 30, 2009

Re: Google Wave
by Lori Wassenaar.  

Is the cck09 google wave experiment still going? I would like to join, too, if I can. I have been slow to keep up here and even slower to participate, but your discussions are inspiring and I'm being coaxed out of my shell. Thanks to you all!

I have tried searching for people and groups within wave, but to no avail. I've also posted this question in the google wave help forum.

My email is lori [dot] wassenaar [at] gmail [dot] com, so does that make me lori [dot] wassenaar [at] googlewave [dot] com ?  ahhh, another new cyber-identity! thoughtful (That's a calm ah, not a freak out)

Also, I have wave invitations if anyone needs.

Cheers! Lori

November 30, 2009

CCK09 Group Think and Emotional Intelligence
This is my response to Jenny’s interesting post on Group Think Hi Jenny and Carmen, I love to join your conversation. @Jenny, as posted here http://suifaijohnmak.wordpress.com/2009/10/06/cck09-emotional-intelligence-in-online-and-community-learning/ I have been studying, researching EQ for more than a decade and am still intrigued by its application and implication. I always referred back to Gardner’s multiple intelligence to start [...] November 30, 2009

CCK09 Next Generation Learning Space
Enjoy this Next Generation Learning Space, though it was more than 1 year old, and there has been a lot of changes. Comments? November 30, 2009

What could be - CCK09 Assignment #2
For this paper we can look at new roles in education, and consider not just what is possible now but "what could be".....Roles are changing. It is not just the role of the educator that changes but also the role of student, of parent and of community members. How can they not? It seems to me that it is more work to not change – don’t use the internet, don’t connect with students elsewhere, don’t November 30, 2009

Change
Today might be the warmest day this fall. The temperature borders on that of a nice summer evening which is fairly strange for November 28 around here.This week in CCK09 was about change. I don't know what is the major topic next week but this might be the bringing it together week for me. Everything in this course has been about change - learning is change, changing attitudes towards openness, November 30, 2009

CCK09 Online Educa Berlin 2009
I notice the Online Educa Berlin 2009 will be held from December 2-4, 2009. This conference is advertised as ‘the largest global e-learning conference for the corporate and public sectors in education and training’. November 30, 2009

The Powerhouse Museum
The Powerhouse Museum is located in Ultimo, Sydney. Current exhibitions include 1) From Earth to the Universe, 2) Engineering excellence, 3) Australian international design awards 4) Artefact H10515, 5) Living in a sensory world: stories from people with blindness and low vision, 6) Contemporary Japanese fashion and 7) Yinalung yenu: women’s journey. November 30, 2009

CCK09 Uno
http://artutovasquez.wordpress.com/2009/07/27/kronos/ November 30, 2009

Discussion Forum

These links are comments posted to the Moodle Discussion Forum, Week 9, Week 10 and Week 11. If you want to participate in the discussion, but don't want to set up a blog, then you can post here.

Final Project Podcast
by Kerry Dobbins.  

The theme for this semester for me seems to be "running late." I am planning on doing my final project as a podcast, but has there been discussion of final projects elsewhere that I have missed?

December 1, 2009

Re: Final Project Podcast
by Andrea Neville.  

I have not seen any discussion on the assignments or projects other than the first mention in the wiki at the beginning of the course.

December 1, 2009

Re: Final Project Podcast
by Asako Yoshida.  

Hi Kerry,

I will need some extension for my final project, as well. I'm planning to do a slideshare presentation with audio, but I'm still struggling to develop the content.

Asako

December 1, 2009

Connectivism & Connective Knowledge 2009 Final Project
by Schalk Louw.  

Hi all.

I posted my final project on my blog: http://schalkmlouw.blogspot.com/

Have a good one!

December 1, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Eduardo Peirano.  

Nicola et al. No problem. I am GMT -2

December 1, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Jenny Mackness.  

HI Nicola,

I am really late in joining this discussion and have not been involved in CCK09 as much as I would have liked (mostly lurking) - but this sounds interesting and if you need an extra body - particularly a female body (am I allowed to say thatwink) then I would like to hear more about this.

Two things are of real interest to me:

1. I would like to learn more about how connectivism principles work out i practice with 'real' students.

2. I am keen to keep an eye on future research possibilities - although at this moment in time, I would be pushed to do this. (I can't even keep up with CCK09 at the moment!)

Were you thinking that these workshops would be f2f - or virtual - or both?

Jenny

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Jenny Mackness.  

Hi Roy

I have listened to the Elluminate session recording and blogged about it. A great example of learners taking control of their own learning. A really interesting thing to do would be an interview of each of the Elluminate session participants to explore exactly what was learned - was it content or process or both or something entirely different?

But that's not why I decided to respond tot this post. Needless to say (having worked together for quite a while on our research - but still not having met) I am not surprised at your post here. The CCK08 Troll situation makes sense - I was there - I experienced it and I was one of the people who withdrew into the blogs - although I may have done that anyhow, as I simply could not keep up with forums.

I haven't been keeping up very well with CCK09 - but I do know that it has been quieter and calmer with no Troll/s. But I do think that your statement:

de facto constraints (Troll self-excluded), and implicit constraints (modelled good beviour) -

could be an assumption. We have no evidence of self-exclusion of a Troll (not being there doesn't mean self-exclusion)  - nor do we have evidence of implicit constraints. Perhaps no-one feels strongly enough about connectivism to ague against it, this year. So it could be good behaviour, simply because there is no bad behaviour.

Despite this - I do intuitively feel that constraints are probably necessary - but I haven't quite worked out why yet. In the back of my mind it has something to do with protecting those who cannot protect themselves - but I need to think more about this.

I'll go away and think now - could take a while!

Jenny

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Jenny Mackness.  

Hi Heli - You and Eduardo are amazing! How do you manage to interact in this way when English is not your language. I wish I had both your skills.

On another point - and having listened to the recording - I don't think it was about the teacher disappearing - more that there were several teachers in the room.

I suppose the next, and difficult, step would be to decide how to locate teaching partners in a network, where there would be mutual and reciprocal teaching and learning of benefit to each of the teachers.

Jenny 

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Jenny Mackness.  

Roy - You haven't tried speed dating???  Surely notsmile Get a life!

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Jenny Mackness.  

Hi Frances - sorry to be so late in entering into this discussion and please take my comments with a pinch of salt - since I didn't make your Elluminate session (although I have listened to the recording) and so can not have your insider perspective. You have written:

Synchronous sessions enable better performativity and interactivity IMHO.

I'm not sure about this. I think they enable a different kind of interactivity - but not necessarily better. It depends on the criteria.

Jenny

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Jenny Mackness.  

Hi Ken and Roy - I agree that our survey could have be improved - I have yet to see a survey that couldn't. Our design process was very interesting though. We rigorously examined every statement and through a process of concept mapping determined which statements should be included in the survey.

The survey provided us with quantitative data - but more interesting for me was the qualitative data. The survey enabled us, following a lenghty analysis of the results, to identify the questions that we wanted to ask people through email interviews. We gathered some really rich data from the interviews (far more than we were able to report in the research papers) and it is this data that has informed our thinking. it was a fascinating and very rewarding process.

Jenny

December 1, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Nicola Avery.  

Hi Jenny, it would be amazing to have you join
smile

I've no idea at this point, when I first chatted with Norman, we didn't get any further than discussing the possibility of 2 workshops then some time in between for students to go off and form their own learning networks. As far as I understand, its completely up to us to define how we want to take this forward, virtually or f2f & virtual.

When I was at Surrey last May, Nellie ran a virtual classroom session and we had around 25-30 people in the room at the same time taking part by clustering around laptops. I don't know how reliable the internet connection there would be for a whole day, but hopefully in bursts of 1-2 hours if everything goes to plan, it should be ok...

I'm not sure how significant the timing is and would be - being end of semester, assuming they are still around... Its an issue for me too. I think I will go back to Norman tomorrow and see about dates, maybe we could do one in Jan and one in early March instead but I don't know how this fits into their overall programme?

It would be really nice to do this, Norman actually started CCK08 and posted briefly in the forums, but after experiencing the first few days of emails decided he couldn't keep up ! He did say the quality of readings was really good though. So a side benefit of this would be that it would potentially bring alive connectivism for him too.

I can do tomorrow night after 8pm GMT (or earlier possibly), Wednesday after 9.30pm (Nellie is GMT+2) or Friday after 7pm GMT?

December 1, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Jenny Mackness.  

Hi Nicola - I haven't really caught up with where this meeting is going to happen. Have you booked the Elluminate room? I can't do tomorrow. Wednesday I could, but I'm pretty ineffective later on in the evening. Friday (so far) would be fine.

Jenny

December 1, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Nicola Avery.  

Hi Jenny, I was thinking to use Wiziq instead, its similar to Elluminate (its flash rather than Java), if everyone can find a day / time that is convenient then we can quickly sort the invites out etc ?

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Frances Bell.  

I think I agree with you Jenny. It's the mix of synchronous and asynchronous that is rich I think. In that session, we were trying to create a different experience than the usual Elluminate sessions have been and I think we succeeded. What I have been thinking about in these two posts is how we might do something different again, to promote creativity and interaction.

December 1, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Nicola Avery.  

Hi All,

Spoke with Norman - due to Surrey going to semesters for first time this year and exams - he has suggested starting February instead - does that work better for everyone ?

It may also give an opportunity for others to become involved too ?

He did ask if we could submit a 1 page doc of some kind explaining concept of what we are trying to do as soon as, so maybe it would still be good to try and get together either this week or next to kick that off, unless anyone wants to start below or on a wiki or google or whatever?

Any thoughts ?

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Jenny, I had always thought that the combination of Quants and Quals was the best way to go, but this process demonstrated to me just how powerful a combination that is.  And working in a "peer leadership" reseach team added something extra.

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Jenny, well, tell me what its all about ...  Better than connectivism?

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Jenny, interesting question: how to locate teaching partners ... Does 'peer leadership' help us here?  I have previously used 'moderated peer learning' but this takes us quite a bit further, and also, smile, takes us quite a bit further than personal learning environments, which although I recognise the 'step change' that it represents in thinking about these things, always seems a tad insufficient to me.  

"Locating teaching partners in a network" looks like the key to net-pedagogy (aka "vle's":  virtual learning ecologies) to me.  Foooood for thought.  Thanks.

Nice to see you back visiting (or temporarily resident?) in the forums.

December 1, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Jenny (and all) I would be very intested in proposition #1.  I dont know if anyone is available, but I would love to apply the interactive story telling/personal sense making method we use.  If anyone is interested, let me know.  The first phase could be done online.  It requires no preparation.

Trolls, exactly.  The fact of absence doesnt mean self-exclusion, let alone penitence (not applicable in this case!). 

I keep hearing Ron Barnett's phrase: "the fragility of the will to learn" (in HE in his case, we are not talking about kindergarten - what a lovely term, kindergarten, incidentally, maybe we can borrow it, and come up with a mashup, something like 'inter-garten', so much better than all these technical names, no?). 

I found this 'fragility of will' stuff odd when I first read it (in Barnett's latest book), but the more I think about it, the more I think its an essential component of peer learning/peer leadership/ locating the (peer)teachers in the network/enabling all of the above.  In his terms, 'becoming' (and 'being') a learner is a serious business.

December 1, 2009

paper 2
by Andrea Neville.  

Hi

I guess this is where we post your links? Mine is a bit late but on my blog as well.

http://anyakirax.blogspot.com/2009/11/what-could-be-cck09-assignment-2.html

Andrea

November 30, 2009

Paper 2
by Mark Spivey.  

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Mark Spivey

Connectivism 09

Paper #2

In the past, as well as the mainstream present, there is a profound focus, within the instructional design and educator roles, on the design and development of content. It would seem that these traditional roles have been centered on the activity of teaching more so than the activity of learning in regards to the student. Because of this, much emphasis has been placed on the design and development of meaningful communications. 

A traditional approach includes several steps of first understanding the knowledge gaps that are present in a current situation and people involved, and then proceed to developing relevant courseware in hopes of remedying the gap. This approach is highly constrained by the perceptions of the educators and instructional in regards to current and ideal knowledge bases. Due to the courseware approach, an overarching goal developed which seemed to imply that the best thing to do was to create and capture, disseminate and deliver chunks of content to specific groups of people at specific times for specific reasons. 

This approach could often be evaluated by measuring certain variables before and after training sessions to determine whether the content had been sufficiently assimilated and applied. If errors reduced, you could say that the training was working, and if errors remained the same or increased, you could say that the training had failed. These approaches are based on the premise that a problem was accurately diagnosed, and that courseware represented an accurate solution, and that training served as an effective means of assimilation for purpose of application. 

These traditional methods and approaches work well in simple and ordered situations where cause and effect are well known and certainty can more or less be assumed. They are situated in a specific paradigm or entrained within a specific pattern, and when paradigm shifts and / or trend breaks occur, situated content loses its contextual relevance. Another way to put it is that the explicit knowledge of explicit problems tends to lend itself better to being captured and communicated with quantitative results.

Insights from chaos and complexity theory, and ultimately connectivism, cause me to call the theory and reasoning behind the traditional methods and approaches into question. Furthermore, the roles of instructional designers and educators shifts away from being creators, and capturers or situated content which can easily be disseminated and delivered to a well-known and understood target group with the expectation that all problems will be solved. Because of inherent qualitative emergence and evolution in complex adaptive systems such as human networks and organizations, paradigms and patterns tend to shift and break in unpredictable manners. 

Due to unpredictability and uncertainty, stimulation of networks, specifically to poke and prod it, becomes more meaningful than the pursuit of an understanding of past conditions. So instead of focusing on explicit knowledge which can be shared between people, the allowance of people to actively share understandings becomes overwhelmingly valuable. This represents a shift away from “capture” towards “connect”. The shelf-life of relevant content is drastically decreasing due to contextual change occurring at ever increasing rates.

The roles of instructional designers and educators must shift away from “capture content” to “connect context”. This shift must occur in their role’s function of creating and facilitating the networking process and experience of individuals. They are no longer serving as “teachers”, but more so of facilitators of discovery and learning. As change occurs more rapidly the view of knowledge as a “stock” will lose its relevancy in favor of allowing it to “flow” more easily within a network of reflective and mindful individuals.

November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Sui Fai John Mak.  

Here is the recording of Responses to Connectivism Elluminate Session.

Frances, I enjoyed your workshop postings and the Youtube videos.  Participants would enjoy more with interactive activities, presentation, discussion and further interaction, agreed. 

Great idea to do a version of that combining synchronous and asychronous sessions. Those who couldn't attend the synchronous session (Elluminate) could also be involved in such network activities.

Digital story telling (using voice thread) could be a useful mean to encourage collaboration amongst network members, but it requires a lot of good will, mutual sharing, time and efforts in making up the story. 

The voice thread that Ailsa and Gus mentioned could be a very effective way of sharing different views of participants based on a video or picture.   

What is required are some common themes that are of interests to our groups or networks.  Any suggestion?

Could we also use Goggle Wave to initiate a simple joint network project?  This may be a project/discussion lasting for 2 to 3 days sharing on Goggle Wave.  

I think most of us might be excited in how we could apply Goggle Wave in network or education projects. 

What do you think?

November 30, 2009

Re: Google Wave
by Lori Wassenaar.  

Is the cck09 google wave experiment still going? I would like to join, too, if I can. I have been slow to keep up here and even slower to participate, but your discussions are inspiring and I'm being coaxed out of my shell. Thanks to you all!

I have tried searching for people and groups within wave, but to no avail. I've also posted this question in the google wave help forum.

My email is lori [dot] wassenaar [at] gmail [dot] com, so does that make me lori [dot] wassenaar [at] googlewave [dot] com ?  ahhh, another new cyber-identity! thoughtful (That's a calm ah, not a freak out)

Also, I have wave invitations if anyone needs.

Cheers! Lori

November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Heli Nurmi.  

Someone asked me to put my Elluminate presentation in Voicethread and I did it some minutes ago but I am not sure if it is still private or not. It was my very first visit to Voicethread and it was really easy and nice but I'm not feeling myself sure ...
Anyway I tried to share the presentation with CCK09 group. How to connect my picture to the dark side-picture? I thonk it remainde separated from it - can it be connected?

All my attention went to technological questions and I forget my thoughts about the content, it is either or.. but tomorrow I 'll be wiser I hope and more selfconfident


November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by Andrea Neville.  

It was a great session and thanks to all of you for organizing.

I think timezones will always be a problem and don't know the solution. Personally I have no problems with any time if I am interested enough to attend and I have the flexibility in my work and personal life to do so. Try to get me to something boring and mandatory at 4 in the morning though and I might object!

Grouping people regionally could help, but seperates you from people at the same time. For example - arbitrarily picking north america as the area - who in that session was not in North America? Who would I have not have had the experience from if I was in that group and you were not.... Even within an area there can be difficulties  - something that starts at 7 pm in BC is 11:30 pm my time! 

Andrea

November 30, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Nicola Avery.  

Hi Roy, Ken, Eduardo,

Would you like to meet - we could do on Wiziq, perhaps one evening this week to get going with this ? Would suggest us getting together first before going back to Norman ?

Nellie will join too. I still have no audio but trying to get a replacement laptop/netbook in the meantime. I'm very happy to set up on Wiziq if we can find a suitable time for everyone - please could you indicate any suitable / unsuitable ones below,

Thanks
Nicola

November 30, 2009

Research into Connectivism
by Mark Spivey.  

I think connectivism falls under the same fate as anything else in regards to research.

The general idea behind research is an inquiry into the past, trying to expose relationships that are hoped to still exist in the same way in the present, so that we can justify actions bringing about certain futures.

So I think that connectivism relates to chaos and complexity theory, so it recognizes emergence which hinders quantitative analysis... simply due to qualitative differences.

So quantitative research will only retain value as long as there are no qualitative changes to the network.

We still must deal with assumptions and faith and action.

I wouldn't agree that there are any "magic variables" out there we need to identify and measure, because what connectivism is directly describing is the very reality of qualitative change.

November 30, 2009

Re: Research into Connectivism
by Sui Fai John Mak.  

This is my suggested research last year.

"quantitative research will only retain value as long as there are no qualitative changes to the network." Yes, that's the challenge we will face if we conduct quantitative research only. 

For the research that we have conducted on CCK08 this year, a mixed methods research approach was adopted.

Any learning from research may not be easily generalised due to the complexity nature of learning and research.  However, the knowledge and learning which emerged from the research could be useful for sensemaking and wayfinding.

John

November 30, 2009

Re: Research into Connectivism
by Mark Spivey.  

"the knowledge and learning which emerged from the research could be useful for sensemaking and wayfinding."

I really like that. Not looking to research as being a way to necessarily find all the right answers, but a way to provide new observations, which then can lead to new insights.

November 30, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by roy williams.  

Hi All, not Thursday evening, but otherwise fairly open, evenings being best for me.

November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Hi Ken, interesting, and incisive response.  Thanks.

I suppose it depends on where you are coming from.  I caricature (a bit) ...

Scenario 1: traditional online faciliator (if there is such a thing!)

Assumptions:

Scenario 2: network surfer

Assumptions:

I suppose we are all mixtures of both, at times. I come into events like CCK primarily in #1. But I can ride with the network surfers when necessary, up to a point. The point is where #2 starts to undermine #1.

The Troll label is descriptive and (in my book) operational.  Creating CODA-space /useful learning ecologies requires boundaries, constraints, or whatever you want to call them.  Completely open parties (material or virtual) are generally invitations for someone to behave badly. (And you cant depend on luck-ing out, as happened in CCK09).

So I dont like the name calling (its ironical, of course, if you use it against a name caller), but the alternative (Trolls rule, OK) is so much worse.  The point is not to call names, but to identify behaviour: "That behaviour is  Troll-ish, its not OK to do that here, so please stay, but on those terms ... "

Research?

The survey was not perfect, we could improve on it I'm sure.  What it did tell us in both the survey and in the email interviews (in less 'tempered' language, quite often) was that several aspects of behaviour in the forums precluded people from participating.  I suspect that if we had had more time and energy to explore further, we would have found a sharp disctintion between the few hardened network surfers (myself included, at times) who were prepared to ride the waves whatever the weather, and a large majority who were really put off (add intemperate language to taste) - but thats all speculative hypothesis, the research could only go with the data we had.

There are lots of possible responses to this. My main focus in this context is, did this affect the affordances for learning, and I think it did.  In part, substantially negatively, in part just displacement.  One of the affordances I most value in online networks is the affordance (or set of affordances) brought about by the absence of alpha-primate behaviour.  That's just my choice of ecological niche, I suppose.

November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Ulop, exactly!

The point about the heavenly bodies (and much else besides) is that you can 'treat' their behaviour as mythical, positivist, complex, etc. etc, and we have as a species done all of the above, mostly quite convincingly - for a while.

More to the point though. There are some things (try Conway's life, or Cellular Automata, as in Stephen Wolfram if you have the time) which are not only unpredictable (profoundly so), but which are also the result (in a non-predictive way, if you follow) of a very simple base state, with very simple rules of interaction.

So, unpredictability, from simple states and simple rules, now that's radically different.  As Wolfram points out, you treat these kinds of events as predictable at your peril (i.e. you might go mad trying to find the algorithms).  Scale (micro and macro) comes into it too, but I am not up on either of the far ends of the physics spectrum.

Negative contraints tend to produce emergence.  Exactly.  Postive constraints (if you are forceful enough) produce compliance.  Depends whether you like surprises!

November 30, 2009

Re: Comments and reflection on Elluminate Session on 25 Nov 09
by roy williams.  

Heli, twas I who asked you.  smile

Thanks, I'll take a look and respond. 

I dont know about links across pictures, but I think the way it is so far, they are all discrete.  But that doesn't mean links wont emerge!

November 30, 2009

Re: Would anyone be interested in designing and running some Cultural Academy workshops at Surrey University regarding learning networks and connecting?
by Ken Anderson.  

Hello Nicola et.al.

Any day should be ok with me. I am five hours behind your time (GMT-5).

November 30, 2009

Re: Tomcats, LOLcats, body language or words
by Maijann Ruby.  

Is that negotiable?

November 30, 2009

Openness and Transparency
by Mark Spivey.  

Blog post:

http://markjspivey.wordpress.com/2009/11/30/openness-and-transparency/

In general, I think that openness and transparency builds trust, honor, and respect into a network, giving it a sense of "authenticity".

November 30, 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.)

Knowledge Management & the Wizard of Oz Effect http://j.mp/8SnuJQ #Connectivism #KnowledgeManagement #KM #CCK09 #eci831


So, could I catch up with cck09? did I stay too far behind? I need 4 more hours every day


CCK09 Group Think and Emotional Intelligence « Suifaijohnmak's Weblog http://bit.ly/5ajaTF


Finished my final thoughts and reflections project for #CCK09 http://bit.ly/5Vbip8


@Downes Participants already initiated their own creative acts and already reflecting on what might be improved http://bit.ly/6NbwZB #CCK09


good tool for following tweets! http://hashparty.com/eLChair09 via @eRomanMe #cck09


Liked that - my take on this http://bit.ly/2UaCo RT @plaingillian: Finished my final thoughts ... #CCK09 http://bit.ly/5Vbip8


@downes "The content is not the important of the course, is the environment of the course" #cck09 #elchair09


@downes people benefiting from open educational resources is the people creating/forming connections #elchair09 #cck09


RT @malburns: Twitcleaner: Will it? We'll see. http://bit.ly/21NUMP so is this more distributed cognition? #CCK09


I just generated my #TweetCloud out of a month of my tweets. Top three words: cck09, openness, listening - http://w33.us/23hy


Looking for open courses for the upcoming semester like #eci831 & #cck09. Anyone know what is being offered?


RT @Ellsbeth: Looking for open courses for the upcoming semester like #eci831 & #cck09. Anyone know what is being offered?


Late starter: by Karel Hilversum.  Just learned about CCK09! Lots of catching up. I will be using my blog outsideg... http://bit.ly/86uuUF


dianaETL: CCK09: The Changing Role of Educators: Davis, Vicki: Technology Driven Differentiated Instruction http://... http://bit.ly/7HJ7dZ


dianaETL: CCK09: The Changing Role of Educators http://bit.ly/8ER7AC #elearning


A Private Universe http://bit.ly/91MW1k education learning teaching videos connectivism cck09 research


@gsiemens #eLChair09 listening to @piscitelli it seems to me we should focus in the next #cck09 on more creative acts by participants


RT @Downes @gsiemens #eLChair09 listening to @piscitelli it seems we should focus in the next #cck09 on more creative acts by participants


RT @Downes: @gsiemens #eLChair09 listening 2 @piscitelli it seems 2 me we shld focus in the nxt #cck09 on more creative acts by participants


CCK09 Group Think and Emotional Intelligence « Suifaijohnmak's Weblog http://bit.ly/5EF1Oa


RT @Downes: @gsiemens #eLChair09 listening to @piscitelli it seems to me we should focus in the next #cck09 on more creative acts by par ...


RT @TOOLS_Training: CCK09: Changing Role of Educators: Davis, Vicki: Technology Driven Differentiated Instruction http://bit.ly/7HJ7dZ


RT @gsiemens: RT @Ellsbeth: Looking for open courses for the upcoming semester like #eci831 & #cck09. Anyone know what is being offered?


CCK09 - meeting here in Elluminate in 15 min: http://bit.ly/3ib0jB Topic: Systemic change


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