Reflections #etmooc week 2 and Rhizomatic Learning

Some reflections from week 2. How it is easy to be a Rhizomatic learner, but a bit more difficult to be a deep learner.

Reflections from week 2

A great example of using Rhizomatic Learning in the classroom

The key to moving from the mile wide inch deep learning that Rhizomatic Learning tends to lead us (me) is to create our own constraints. Sue Waters does a great job of exploring that topic here.

Some further reading

Seeing Rhizomatic Learning and Moocs Through the Lens of the Cynefin Framework Blog post by Dave Cormier

Mendeley group  – I need to find some time to read some papers here

ETMOOC session
– by Dave Cormier

 

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8 thoughts on “Reflections #etmooc week 2 and Rhizomatic Learning

  1. Great points here, Brendan. I completely agree with your point about it being very easy to learn in etmooc in a superficial way, but harder to focus in and get deeper. Things move so quickly in this course, including all the different interesting posts one wants to read, all the tweets with the helpful websites, etc., that it’s easy to just move from one thing to another without focusing and thinking specifically about one thing at a time for awhile.

    This isn’t enough for learning, as you note; it’s fun, and interesting, and it is too easy to just do the surface thing. I love how you put it: that if we provide boundaries, then plants (learners) can grow deep and strong in one area, and then move on to other areas.

    I guess in etmooc we have to create our own boundaries for ourselves–which is not easy, when it all sounds so interesting!

    Thanks for the very nice, clear, and interesting points.

  2. I totally agree with the surface learning – i think this can be seen in the sloganing occurring in many many of the posts, people are attaching themselves to ideas without much interest in deep learning. I think this in part is because we dont have an overall goal – im not thinking about a larger project at the end that requires deep and critical engagement. I’m not going to get involved in digital storytelling and hope this will give a little space

    • I see a lot of the sloganing you mention. I believe it to be step in the learning process of tech integration, but a part that many people get stuck on. The tech world sometimes can feel like an echo chamber. I think it can be sometimes, a nice safe place to play with tech toys but not really change teaching practices. http://epa.sagepub.com/content/12/3/311
      Others don’t see it quit e that way.
      http://bengrey.com/blog/page/2/
      I’ll disagree slightly on the matter of goals. The goal at the creation of the course is to introduce teachers, primarily pre-service, to technology that can be integrated into the classroom. With that said I’ll wager that about 800 of the roughly 1600 registered students in this course don’t need an introduction to educational technology.
      For me the goal of the course is to learn how to introduce ed tech to a group of teachers, most of whom are beginners, but some who are more adept, and keep how to keep it interesting for both groups. Kind of like the difference between you and Christine above. I think your idea to stop and go deeper right know is a great idea if you want to delved deeper into the topic of learning. What advantages does networked learning have over classroom learning? How or should Rhizomatic Learning be used in the classroom? Or go forward and choose your own product for an end project.
      The choice is yours, and for me that is the most difficult part of a Connectivist MOOC (http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/)
      Here are a few websites that might be of help
      https://youronlineself.wikispaces.com/

  3. You really should make your videos public so that I can post my video response to you. Really thought provoking stuff. I’ll also post my response in the Google+ Community. Talk to you soon.

  4. I loved your description of how you used LiveBinders. You got the students involved and thinking, not just passive and listening (or not). The decisions came from them.

    I know what you mean by learning being shallow these days. I’m trying to ready a few blogs rather than skimming through many – enough to get the cerebral cells activated, but not overloaded. We need reflection time to process.

  5. Reading blogs can be dangerous. there are so many possibilities of following links and thoughts until we are suddenly lost and well away from our original intentions of a specific learning. That’s why I like social bookmarking sites like Diigo and Pocket. I can just set those interesting articles aside and finish what I wanted to do instead.

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