My friend Maha Bali writes so well, and she is prolific. I’ve thought about trying to keep up with her, but I can’t, so …
Still, she just wrote a wonderful post I ____ therefore I am human that challenges me to think about what it means to be human.…
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Loading...Well, my first Make Cycle for #clmooc (write a how to) took longer than I anticipated, and now I have missed some of the other tasks, but this is one of the best things about MOOCs: only the organizers and facilitators have to stay on task, and even they can slip if they do it right.…
(No Ratings Yet)Loading...So I’m closely reading Dillenbourg’s 1999 introduction to collaborative learning to see what guidance it may provide for studying cMOOCs such as Rhizo14 and CLMOOC. Dillenbourg’s first point about looking at collaborative learning from different scales strikes me as most helpful, but his second point about defining learning at best provides negative examples: what not to do.…
(No Ratings Yet)Loading...This is the second in a series of posts about Pierre Dillenbourg’s 1999 article What do you mean by ‘collaborative learning’?, which introduces his book Collaborative-learning: Cognitive and Computational Approaches. I became interested in Dillenbourg when a Rhizo14 Facebook conversation favorably referenced him and this article.…
(No Ratings Yet)Loading...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.…
(No Ratings Yet)Loading...Ronald L recently shared with me a link to Nicholas C. Burbules’ article The Limits of Dialogue as a Critical Pedagogy (2000), which explores and challenges “the claims made on behalf of dialogue as an inherently liberatory pedagogy”. It takes Burbules over half of his document to get to his primary issue with dialogue as a pedagogical strategy, but basically, he is troubled by how dialogue in …
(No Ratings Yet)Loading...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.…
(No Ratings Yet)Loading...I’m sliding outwards, across the boundaries and just in time.
One of the most important results of Rhizo14 for me has been my connection to educational thinkers outside of North America and Western Europe, the West. In a series of articles for Hybrid Pedagogy, Maha Bali (Egypt) and Shyam Sharma (originally Nepal, now in New York, USA) tackle the issue of working with and speaking to the …
(No Ratings Yet)Loading...I’ve recently read from two of my Rhizo14 colleagues a couple of posts that kept pulling at my head, but I couldn’t tease out what I was thinking. It had something to do with experience and education or education as experience, or something.…
(No Ratings Yet)Loading...Recently, Maha Bali and Sarah Honeychurch held a Google Hangout with Dave Cormier as a follow-up to Rhizo14. Lots of people had sent in questions, and mostly the hangout was about Dave responding to the questions. Along the way, Dave gave a good answer to my question about a different way of defining anything, but defining courses in particular—defining from the inside-out rather than from the …
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