By way of quick recap, this is Week 1 of Dave Cormier's Rhizomatic Learning ("the community is the curriculum") on P2PU. Our mission for this week has been to declare, connect and get acquainted, with a special assignment, cheating to learn. "Headquartered" (pomo irony intended) -- extreme oxymoron alert) on Dave's Educational Blog ("education, post-structuralism and the rise of the machines") and the P2PU course page linked above, Rhizo L has outposts (colonies? independent affinities?) on G+, Facebook, multiple blogs (like this one among many others) and throughout the twittisphere at the #rhizo14 tag. A rhizomatic network indeed!
PS the next mission (this week's, starting today) is to mobilize our twitter-connecting and review Week 1. And now...onto the abundance of links, annotated pages (some at least), tags, discussion (in the Diigo group)
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Larry L in Unhangout: My point: Could you blame Captain Kirk cheating in Kobashashi Maru test? I'm really convinced that cheating is an intrinsic part of a damage/broken/unfunctional education system. Cris C -- Now that I know what Kobashasi Maru means, I'd say that Captain Kirk both cheated and hacked his way to success by disrupting the unfair system. Reminds me of Ender in Ender's Game (book/series by Orson Scott Card) who was continually and brilliantly breaking the rules.
- - By Cris Crissman
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Is the Internet a rhizome? All the straws in the wind say 'yes' it is. Whereas mechanical machines are inserted into hierarchically organised social systems, obeying and enhancing this type of structure, the Internet is ruled by no one and is open to expansion or addition at anyone's whim as long as its communication protocols are followed. This contrast was anticipated theoretically by Gilles Deleuze and Félix Guattari especially in A Thousand Plateaus (1980), in which they distinguished between arboreal and rhizomic cultural forms. The former is stable, centred, hierarchical; the latter is nomadic, multiple, decentred - a fitting depiction of the difference between a hydroelectric plant and the Internet.26
- - By Jaap Bosman
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Silly book, very beautiful
- - By Jaap Bosman
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NOTE: comments by Terry on YouTube page -- he also made a vialogue of the video, https://vialogues.com/vialogues/play/4430Published on May 21, 2012: In this RSA Animate, Manuel Lima explores the power of network visualisation to help navigate our complex modern world. Taken from a lecture given by Manuel Lima as part of the RSA's free public events programme. Listen to the full talk: http://www.thersa.org/events/audio-and-past-events/2011/the-power-of-networks-knowledge-in-an-age-of-infinite-interconnectedness
- - By Vanessa Vaile
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- - By Terry Elliott
- - By Jaap Bosman
- define what counts as knowledge.
- painstaking process by which knowledge has traditionally been codified.
- Knowledge as negotiation
- - By Terry Elliott
- The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
- - By Terry Elliott
- - By Kevin Hodgson
- clear definition of the word "knowledge" is difficult
- - By Terry Elliott
- simply another part of the way things are"
- - By Terry Elliott
- Horton and Freire
- - By Terry Elliott
- - By Jaap Bosman
- - By Terry Elliott
- The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
- - By Terry Elliott
- - By Jaap Bosman
- no community can live a healthy life if it is nourished only on such old marrowless truths.
- - By Terry Elliott
- a negotiation (Farrell 2001)
- - By Terry Elliott
- - By Kevin Hodgson
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- - By Terry Elliott
- (Cormier 2008).
- - By Terry Elliott
- - By Terry Elliott
- Information is the foundation of knowledge.
- - By Jaap Bosman
- If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge.
- - By Jaap Bosman
- - By Kevin Hodgson
- the prestige of a thousand-year history,
- - By Jaap Bosman
- - By Kevin Hodgson
- fluid, transitory conception of knowledge
- - By Kevin Hodgson
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- - By Kevin Hodgson
- disciplines on the bleeding edge
- The explosion of freely available sources of information has helped drive rapid expansion in the accessibility of the canon and in the range of knowledge available to learners.
- Information is coming too fast for our traditional methods of expert verification to adapt.
- In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process.
- The living curriculum of an active community is a map
- - By Kevin Hodgson
- Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement. Through involvement in multiple communities where new information is being assimilated and tested, educators can begin to apprehend the moving target that is knowledge in the modern learning environment.
- we see as our goal the co-construction of those secret connections as a collaborative effort
- - By Terry Elliott
- Changing Knowledge
- - By Terry Elliott
- the conversion of information to knowledge
- - By Terry Elliott
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Teachers of cyber security use "cheating" to challenge students' assumptions
- - By Cris Crissman
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Process and tool for mapping the interactions in a Facebook group. Helpful to SEE the exchange of ideas and knowledge. TAGSExplorer does this for Twitter (http://hawksey.info/tagsexplorer/).
- - By Felicia Sullivan
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eText of "A Thousand Plateaus" by Deleuze and Guittari - 629 pages long - if you dare
- - By wayupnorth
- - By Jaap Bosman
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Nonacs proves the value of "flipping the test" is to stimulate new ways to perceive and solve problems with what's been learned rather than regurgitate what teacher expects.
- - By Cris Crissman
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cheating as a teaching strategy. Testing effect. Links to Peter Nonacs (UCLA)
- - By Jaap Bosman
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- - By Jaap Bosman
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- - By Terry Elliott
- Picked up a great lesson from the book Turn The Ship Around. David Marquet, the author and nuclear sub captain, says you can’t empower people by decree. While you might be able to ask someone to make a decision for themselves, that’s not true empowerment (or true leadership). Why? Because you’re still making the decision to ask them to make the decision. That means they can’t move, or think, or act without you.
- - By mdvfunes
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Rhizome
- - By Jaap Bosman
- - By Jaap Bosman
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This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze’s conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics.
- - By Jaap Bosman
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experiment van theorie naar praktijk.
- - By Jaap Bosman
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Some remarks on cheating as a strategy. Hacking as cheating and cheating as gain an advantage. Cheating as removing the limitations of convention.
- - By Jaap Bosman
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If the question concerning where technologies come from must be understood within a political context, how are we then to understand the agency of technology? Should it be approached from a deterministic point of view or are we, since it’s a question about political processes, still in control?
- - By Jaap Bosman
- - By Jaap Bosman
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Rhizomatic research cultures The current research climate in Australian universities is one in which projects are increasingly conceived as multidisciplinary, interdisciplinary, transdisciplinary, extradisciplinary, even ‘wicked’ (Brown, Harris & Russell 2010). A recent lead article in Campus Review (Bennett 2012) takes this as a critical shift in the academy that urgently requires attention. One effect of this increasingly interdisciplinary focus is that the traditional boundaries between disciplines seem to be blurring. Within this, the people working on these projects are also increasingly diverse, coming together from non‐traditional pathways, from different disciplinary backgrounds, and from different cultural and linguistic backgrounds, so that distinctions between local and global also seem to be blurring. One way to understand these conditions might be through the rhizomatic knowledge structures described by Deleuze & Guattari (Deleuze & Guattari 1988): perhaps it would be useful to think about this research climate as a kind of rhizomatic academic network that is characterised by connection, heterogeneity and multiplicity.
- - By Jaap Bosman
- - By Jaap Bosman
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Classic take down of 'one way thinking'--the opposite of rhizomatic thinking.
- - By Terry Elliott
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About teaching and learning to be rather than learning to know. You could open this link and highlight annotate this paper with us. You need to download a little app for that: see https://www.diigo.com/tools
- - By Jaap Bosman
- - By Jaap Bosman
- Though these are not part of the course content, do not appear on the syllabus, and will not be assessed, they are more important than the course content.
- Education is training for life, not just a career, and certainly not just a job upon graduation.
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- How We can Unlearn our Old Patterns to Relearn for a More Engaged, Successful, Fruitful, Productive, Humane, Happy, Beautiful, and Socially-Conscious Life.
- This meta-MOOC advocates that 21st century education needs to return to Deweyite roots, embracing much more of a maker spirit, and much more willingness to experiment, to stray away from expertise
- Do we really want knowledge that comes only from senior professors? I don’t know about other profs but my most exciting conversations invariably are those with junior colleagues, graduate students, or undergraduate students.
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Like the old flap over board this are some results of the discussions with more than 40 persons in the life event over 16-17 januari
- - By Jaap Bosman
- - By Jaap Bosman
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Why do some many people want to study education?
- - By Jaap Bosman
- - By Jaap Bosman
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This is a very short description of D.M.s intentions with 'cheating' Ethics and cheating are connected, you should not keep them apart.
- - By Jaap Bosman
- He believes that cheating is a structure in which the teacher has decided what is true or not true and that this disempowers learners. It is not about stealing people’s stuff – but is about finding your own path – creating your own map. For him this is rhizomatic learning.
- I don’t think we can just cut ‘ethics’ out of our thinking about rhizomatic learning, by saying – Yes OK, there is this thing about ethics and dishonesty associated with cheating, but we are not going to consider it in relation to our discussions about rhizomatic learning.
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The question is whether we have any way of breaking this circle of neoliberal encroachment into higher education where politicians (and many academics) pay lip service to inclusion and widening access and equal opportunities, while at the same time cutting funding and pushing the cost to end users.
- - By Jaap Bosman
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example of carrying rhizomes beyond course and connecting to other areas --
- - By Vanessa Vaile
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Just thought you all might be interested in free storage.
- - By Terry Elliott
- - By Christina Hendricks
Posted from Diigo. The rest of Rhizome14 group favorite links are here.
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