Quantum Random Walks and MOOCs

If Reality is an emergent property of the zone of engagement between the Knower and the Real, then what does that say about education in general and educational practices such as MOOCs in particular?

I think I should draw out some of the implications of this arrangement: a zone of engagement between the Knower and the Real.…

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Reality as a Zone of Engagement

So I’ve distinguished the Real from Reality and accepted that most of the Real is hidden, probably forever and not just from me but from my entire species, both because we physically cannot encounter it all and because, even if we could, we can’t hold it all.…

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Knowledge and the Hidden Real

In Manifesto of Transdisciplinarity (2002), Nicolescu speaks of the core human crisis that transdisciplinarity tries to address:

The unprecedented increase of knowledge in our era raises the challenging question of how to adapt our mentality to being. The challenge is enormous, because the influence of the Western-type civilization around the globe is so pervasive that its collapse would be …

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MOOCs and Network Scale

I’ve just listened to a TVO lecture by Eric Mazur, a well known physicist at Harvard University, in which he talks about the stop-motion photography that his lab is able to perform. While I like the magic  of stop-motion photography as much as any, what really impressed me was his clarification of the remoteness of different space/time scales from our own.…

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Socks, Complexity, and the Included Middle in MOOCs

In Chapter 5 of his book Manifesto of Transdisciplinary, Nicolescu says that the logic of the excluded middle applies mostly to simple situations while the logic of the included middle applies to complexity and complex situations. I think that Nicolescu’s observation has implications for the Cynefin framework and for MOOCs.…

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The massive rhizome, #etmooc

To my mind, one of the most positive and encouraging aspects of connectivist MOOCs is the way they change the roles of teacher and student and, thus, the relationship between the two. cMOOCs embody what we mean when we glibly say that teachers should become the guide on the side, curators of information and knowledge, or guides to the context of information and not the content.…

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Transdisciplinarity, Probability, and #etmooc

From time to time, I uncover a book that reshapes my thinking. Over the past several years, Deleuze and Guattari’s A Thousand Plateaus and Edgar Morin’s On Complexity have done that for me. I find that my head is reshaped as I read and reread the books and then write about them, arranging the ideas that bloom like fresh flowers among the ideas that I already have, weaving together the roots …

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Rhizomatic Thought, #etmooc

I came across a video and a couple of quotes today that illuminated and expanded for me some ideas I’ve been discussing in #etmooc about rhizomatic learning.

Brian Rose shared the NASA video Fiery Looping Rain on the Sun:

This kind of inspirational video leads to comments (270+ when I looked last, 4:00 pm EDT, Fri, Feb 22).…

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Boundaries and the Holographic Principle

I’ve been thinking of boundaries as included middles, or zones of engagement, which transcend the separation of entities into discrete units required by the classical logic of the excluded middle—A is A, A is not non-A, and there is no entity T which is both A and non-A.…

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