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The Daily

October 21, 2008

Highlighted Resources

CCK08 and Twitter Workspaces
Louise Cote writes: "Does personal connections strengthen network connections? Can the sharing of work environment help build trust and foster deeper connections? That's the idea behind the formation of a Flickr group devoted to the sharing of personal workspaces. Blanche Maynard, who started this group, invites all CCK08 participants to contribute their pictures with accompanying description and geotag. Link: Louise Cote, Flickr, October 21, 2008 [Link] [Tags: none] [Comment]

More On Groups Versus Networks and Collectives
Terry Anderson, who was a guest in the course in week 5, has revisited our discussion of groups and networks. He writes (among many other things) "The sense of common identity characteristic of groups creates the opportunity for construction of safe spaces. If one doesn't feel safe one doesn't learn - or at least not very effectually. I am not suggesting that all groups are safe spaces, but the development of a group sense of shared understanding and support is a critical dimension of some forms of knowledge construction." Terry Anderson, Virtual Canuck, October 21, 2008 [Link] [Tags: none] [Comment]

CCK08 Instructional Design and Humboldt
Interesting. Do we need to design isolation from mainstream culture into our education? "Humboldt considered that, when humans first rarefy themselves from the societal executions for 4 or 5 years, they then will have developed so much individuality and strength that they will be able to be autonomous personalities and self-contained citizens, who will then be capable to sustain the new state." See also Alan Levine on the death of TV. x28, x28's New Blog, October 21, 2008 [Link] [Tags: none] [Comment]

Henry Markram: Designing the Human Mind
Take 15 minutes to view this video. Stephen and I have been advocating for multiple views in which we can see learning as networked: neural, conceptual, external/social. This video explores the enormous challenge of modeling the human brain (think data 500 times the amount on the internet today). As fascinating as the video is, I'm still left with this sense of " all starts with simple connections". Henry Markram, , October 20, 2008 [Link] [Tags: none] [Comment]

Five Biggest Barriers to Online Participation
This morning, I (George) presented (online) to a conference in Sweden. I briefly talked about the CCK08 experiment/experience. An individual asked about "the lurkers". How do we know that they are learning? While it's a relevant question, I think it completely misses what happens online. First, we seem to hold the online medium to higher standards than we do face-to-face or physical objects. As I mentioned in my response, when is the last time someone has complained about lurkers with newspapers? Are people learning even though they're not contributing. Obviously. And that leads into the second point: legitimate peripheral participation (Lave & Wenger) is an important aspect of learning. Participants may be observing and interacting with course materials in ways that are not public. And that's just fine. The above link discusses some of the reasons why participation may be limited in online environments...and ways in which to increase engagement. , , October 20, 2008 [Link] [Tags: none] [Comment]

Archives...The Daily and Live Sessions
Missed any of the live sessions? Or The Daily? Fear not! Yummy CCK08 goodness can be found in The Daily archives as well as the recording archives from our weekly live sessions. And, to add more listening options, Alan Levine has compiled an audio book of live sessions. Stephen Downes, George Siemens, , October 20, 2008 [Link] [Tags: none] [Comment]

CCK08: Thought On Grainne Conole'S Mapping Model
Models are generally best seen as loose guidelines than mathematical formulas utilized to unearth some secret structure to the universe. Models of design - such as ADDIE, Dick & Carey's, or if you're bored, have a look at this list - are too often treated as the magic key. I've seen ADDIE, for example, used to the detriment of learning. As we briefly explored last week, learning is complex and chaotic. One approach can hardly be expected to meet all needs. Context, context, context. This post begins with a discussion of the challenges of NOT having a model: "Lots of fun, discussion, and chaos - as any good learning environment should have. But I did come away with a nagging concern that, ultimately, I had not done enough to give them a road map for continuing on the journey once they left the nurturing space of a conference filled with like-minded individuals."...and then considers Grainne Conole's article this week as a potential model to follow in adopting emerging technologies. , , October 20, 2008 [Link] [Tags: none] [Comment]

Moodle Forums Fixed...and Week 7: Instructional Design
Thanks to sleuthing work by Pat Parslow, the threading concern with Moodle forums has now been resolved. The link above is directly to week 7 forums. Each week's forum requires participants to subscribe (i.e. you're not automatically subscribed to the forums, only once you contribute or if you login, click "forums" and then click subscribe). , , October 20, 2008 [Link] [Tags: none] [Comment]


Here's what course members from around the world had to say. Want to join the conversation? Login and submit your feed. Then put this at the beginning of your post: CCK08

CCK08 - New Wineskins for New Wine October 20, 2008
CCK08: IT in a 1961 classroom October 20, 2008
Concept Map for Siemens “Instructional Design and Connectivism” Presentation October 20, 2008
CCK08 Instructional design and Humboldt October 20, 2008
Reflections on Chaos and Complexity - Week 6 October 20, 2008
cck08 Chaotic learning? October 20, 2008

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