In a 2008 article entitled Complexity as a theory of education, Brent Davis and Dennis Sumara discuss the unique qualities of educational research, especially in light of complexity theory, suggesting to me that complexity plays a unique and insistent role in educational research.… Continue reading
I’ve joined CLMOOC, and the first two tasks are underway:
to create a how to as a way of introducing ourselves, and
2. to create a list.
This is my attempt to do both at the same time. I propose here a list of approaches to studying cMOOCs, such as CLMOOC and Rhizo14.… Continue reading
Before I engaged with Rhizo14, I was writing a series of posts about complexity and how it affects education in general and my own field, composition, in particular. I want to return to that line of thought, but from an oblique angle.… Continue reading
Well, didn’t we have a party! I really enjoyed Rhizo14, and I thank everyone who joined in, especially the lurkers, who play a much unheralded role in the community as curriculum. I think they are the ones I most want to talk about.… Continue reading
In her post Questions about rhizomatic learning, Jenny Mackness ponders the arrangement of space in Deleuze and Guattari’s rhizome. She quotes D and G: “Nomad space is ‘smooth’, or open-ended. One can rise up at any point and move to any other” and “A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.” She then notes the difficulty envisioning… Continue reading
In her post Questions about rhizomatic learning, Jenny Mackness notes that I “have written that ‘the space holds all the possibilities’, which has made [her] wonder what possibilities the structure holds.” This play with the tensions between open and structured spaces is a conversation I picked up from Michel Serres’ book Genesis, his meditations about how form, or structure, emerges from chaos,… Continue reading
I’ve guests today, so this post will, out of courtesy to them, be too long, not having the time to make it shorter.
Dave Cormier has challenged the Rhizo14 MOOC to think about how to enforce independence in learners, and I have followed the lead of Frances Bell, Jenny Mackness, and others to amend Dave’s terminology to something like encouraging autonomy.… Continue reading
Well, I intended to write a practical view of the rhizome in my last post, but I basically ended up giving my take on the place of the rhizome metaphor in the general development of Western thought over the past few centuries.… Continue reading
Grading has slowed my writing and reading, but I couldn’t help noticing a few posts, the first one from Audrey Watters about The Battle for “Open”. As I had just written about open systems, I was curious to compare her idea of openness with my own.… Continue reading
The fourth property of complexity that both Taborga and Lawrimore discuss within the context of modern organizations is openness or, as Lawrimore terms it, adaptability. This is, I think, a particularly critical property of complexity and most relevant to my current conversations about education, especially the conversation about MOOCs.… Continue reading