Leave it to Dave in Week 2 of #rhizo15 to tell / ask us, Learning is not a counting noun… so what should we count? He detailed this in his video, and I took Kevin’s suggestion that we collaboratively Talk Back to Dave.
In replying to Dave’s query, I thought a bit about how we could use Bloom’s higher level evaluation forms, as they could help us measure learning in ways that are still consistent in the openness of moocs, such as “Explain what you mean by claiming unstructured moocs offer deep learning opportunities” or “Justify how all of the time spent in #rhizo15 is of value.” Yes, these could be useful measuring personal learning, though I wonder if Occam’s razor may be useful here?
Consider why to count, which I interpret as Continue reading “Why Count Learning? All Learning Is Local”
Today, April 22, is Earth Day, “a day to honor the Earth and the concept of peace.” While there are lots of ways to think of today, which just happens to be a beautiful spring day in New York City where I am, the Earth Day Network offers lots of suggestions for calls to action.
Sure, we can promote laws to help reduce the impact of climate change, plant trees, or volunteer to clean parks. All worthy projects on their own and all of which help us to get out of our offices, homes, and routines to interact with nature in some way.
Or, we can foster an elephant orphan.
This is what I did, fostering Siangiki, a little baby elephant Continue reading “Today is Earth Day. So What?! Foster an Elephant!”
In the spirit of #rhizo15, if there is such as thing as being “in the spirit” of something that is fully open and to-be-determined-along-the-way, I read Laura Laura Pasquini’s @laurapasquini‘s thought-provoking post What’s A Learning Subjective? This is “in the spirit of #rhizo15” because I do not read many blog posts (a time issue, really it is!). I have chatted with @laurapasquini on Twitter, though have not really read much of her work beyond the 140.
I have been missing a lot!
In her post, I was struck Continue reading “Learning Objectives vs. Subjectives: Who Are They Really For?”
I have been thinking about my post yesterday, What is my #rhizo15 Learning Subjective?, especially about my Learning Subjective for #rhizo15 as:
The joy is in the journey, wherever it may lead.
and want to clarify this a bit.
Unlike the need for an ongoing, frequent set of (learning) rituals, which to Terry’s point in his well-considered post Creating Ritual Space in #Rhizo15: Why and How are frequently common for a sense of “us” in a learning community, I find that having a community out there, available via Twitter, Facebook, the Google Community, and a handful of other technologies, is enough for me this time around.
Thinking also of Barry’s Rhizomatic incitations, I notice I am not alone in my wondering and wandering. Perhaps there is a trend here?
Granted, I am a somewhat mature learner. I am Continue reading “EduWander: An Approach to #rhizo15”
While I recently posted about Why I am engaging in #rhizo15 and Learning Liminality I have still somehow avoided discussing my Learning Subjectives (as learning objectives are not readily possible when we do not know where we are going).
Perhaps this is because I so often avoid personal learning objectives.
I frequently retreat into researcher mode. Specifically as a qualitative researcher, where I always want to ask questions such as, “Why?, “Tell me what you mean by that?,” and “How did you…?” I often avoid making declarative comments, statements, or proclamations as, more often than not, I am wrong in some way. I hate being wrong, and find it easier to commit to the extent I can speak to, while avoiding presenting myself or my ideas narrowly that I somehow exclude other possibilities.
This all begs the question, what are my learning subjectives for #rhizo15?
Wow, I really do not know.
It is easy to say, “To build my network,” but that somehow seems to be a bit selfish, as if Continue reading “What is my #rhizo15 Learning Subjective?”
Leave it to Maha Bali to not only get me to read one of her blog posts, Learning as a Gift to Yourself & Others (I struggle reading anything longer than a Tweet these days), but to make me want to reply to her.
She took Dave Cormier’s introductory #rhizo15 post, Learning Subjectives – designing for when you don’t know where you’re going:
Build learning subjectives: How do we design our own or others learning when we don’t know where we are going? How does that free us up? What can we get done with subjectives that can’t be done with objectives?
and answered it.
Her learning subjectives Continue reading “Learning through Liminality #rhizo15”
Like I don’t already have enough things to do, what with my full-time work managing projects in health care and my 2, yes TWO courses I teach, that I decide to explore . . . just look at, mind you, this #rhizo15 . . . thing? . . . event? . . . lifestyle cult? . . . learning experience? . . . boundary-pushing challenge?
So, in the spirit of @DaveCormier, our fearless facilitator in this networked and connected learning experience, I wanted to contribute at least one blog post as a flag in the sand, so to speak, that I am following along.
OK, enough following.
I have been wanting to make a comment all day on Dave’s opening video (odd, I don’t think I have ever heard Dave actually speak before), one that I thought was Continue reading “Drawn into #Rhizo15”