Category Archives: General

fedwiki proposal to opened15

March’s Teaching Machine Happening led to some Hangouts and discussions with Mike C, Ward and a small group of participants. Encouraging. Those discussions led me to submitting a proposal to the OpenEd Conference, 2015. With mine , I’m following Mike Caulfield’s lead, but focusing on composing strategies. Alyson Indrunas also submitted, more on the lines of assessment.

Writing Strategies in a Federated Wiki Class

A commonplace in writing instruction says that the tool changes the process in noteworthy ways. Users have to learn how to operate the new writing tool. But they also have to adapt and devise writing strategies to suit the affordances and constraints of the tool as well as the social interactions the new tool creates. Users of the first wikis developed ThreadMode and DocumentMode as one strategy for organizing their collective work. Federated Wiki, now in development, makes similar demands on users to adapt and develop strategies for collective writing.

This presentation takes a first look at some of the writing strategies participants used in the Teaching Machines Happening. The aim is to get a sense of the issues for teaching new and alternative strategies for collective composing this new writing space.

Abstract: A first look at writing strategies in FedWiki.

I made it simple, with an eye to keeping the pretension down. And although I submitted it as a standard presentation (25 mins), I’m hoping that they’ll schedule it with Mike’s presentation.

Update 18 May 2015. My proposal wasn’t accepted, but I’m assuming Mike’s was and will still be attending in November. 

goal area 13: sense of humor

I was digging around in the Lib Ed area of the BSU website this morning, when I saw a sidebar to their FAQ with a curious question.

Lib ed faq

My first sense was, “Who’s having who on?” The question is patently a joke. Maybe it was asked tongue in cheek, but even if it wasn’t, it stands as a joke, a ribbing of the university’s pretensions. Like the We the People petition for the US to finance the construction of a Death Star. I decided to read more to see if we rose to the challenge. Does Lib Ed have a sense of humor?

Im a liberalI suppose that’s a fair if condescending attempt at explaining the distinction. But sadly it’s clear Lib Ed lacks a sense of humor. The last paragraph, in fact, makes damn sure the question is never asked again. It deserves repeating.

If you do not understand (well enough to explain) what the terms “liberal” and “conservative” mean as applied to politics, you are at a considerable disadvantage when it comes to participating in the civic and political life and conversation of your country. Liberal education can help here.

Ten minutes on the naughty step for you, Mr Sarcasm.

 

re-opening rhetorical exchange for learning in a social network

Post by M C Morgan: via google+

Edited from a Google+ post.

M C Morgan –  8:49 AM (edited 8:59 AM) –  Public

More on social analytics in the link below. 

Interesting to see an interest in discourse coming back. Did a dissertation on that back in 1996: Student Rhetorical Practices in E-Mail Conferences. There’s an html version of it around somewhere. Summary: Students don’t have the rhetorical chops to get a pedagogical useful conversation going or to maintain it for long if they do get it going. There: That saved you a 3-hr read.

It might be time to re-investigate rhetorical interaction again, now that dialogue theory has moved on, now that social web is providing a new set of affordances, now that a generation has had the time (since my 1996 sample) to grow up with the affordances. Hypothesis: Students can’t get a pedagogically valuable exchange going without teacher intervention, but do know how to use the affordances. That is, the tools have developed, but the values and rhetorical practices of the student social circle haven’t.

March 2nd, 2011Discourse-centric learning analytics. Posted by Simon Buckingham Shum in Talks/Articles. Here in Banff, we’re wrapping up the 1st International Conference on Learning Analytics &amp…
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a sunday update

Still a couple of feed issues to work out, but things are looking almost ready for Weblogs and Wikis.

Update: Happy with mosts of what’s happening.

en3177 friday update

Can’t get more frustrating.  Syndication is working, but i can’t get the bugger to filter, and I’m not sure how syndication via Google Alerts is working. Google Alerts seems to not be finding a lot of the course-related posts I send out. So, two more posts: this one, specifying a category, and so being syndicated, and a second one without a category – which I hope will be filtered.

Update: I set the category to what I wanted. The post should now appear. If it doesn’t, check the category number. I have used two categories.

my first pass at practical advice for engaging a ple: foundations

Couples at Bowness

A caveat: I’m working only from my own experience in making these suggestions. Experience is limited and limiting, but these are the moves that I can trace back and forward to my being able to learn independently. I’d suggest that my experience is not unique, so others might find the set useful. These are not the only moves, but I would argue they are foundational.

For a learner new to using a PLE, I would advise the following in no particular order. Get everything used. Ideally, you can pass the books on when you’re done with them.

> Get and read and work through the first 8 chapters of Stoner and Perkins, Making Sense of Messages. For evaluation, don’t compose a paper. Do something else, multimodal.

> Read Lanham’s Analyzing Prose, 2nd edition. Follow his lead in a chapter of your choice in workiung with someth9hg other than a literary text: use your drivers license, or a menu. Then see if you can apply any of the techniques Lanham uses to something visual.

> Read and work through Berthoff’s Forming/Thinking/Writing. There are assisted invitations. Take up the invitations. Start and use a dialectic journal. Draw as well as write. Read Louis Agassiz as a Teacher, by Lane Cooper (Gutenberg link), especially those of Shaler and Scudder. Pretend you are a student and Berthoff is your Agassiz.

> Read social semiotics – not commentary on it but the actual stuff. Social semiotics will give you the literacy chops you’ll need to really read the texts you’ll encounter online and in RL. I haven’t found a good practice book yet, so practice Kress’s techniques on non-textual artifacts: a fashion spread, a car or two, something your kid drew at primary school. Try one of these: Multimodal DiscourseReading Images: The Grammar of Visual…Multimodality: A Social Semiotic Approach to Contemporary Communication. If you don’t get it right away, push on. You will.

> Read and with practice something on visual thinking. I like Colin Ware, Visual Thinking for Design, and Horn, Visual Language, but Dan Roam, The Back of a Napkin and books of that ilk are good. Ask around. Search Amazon and read reviews to find something comfortable.

Why not read bits and pieces of these things online? If you want to, if you can locate them, go ahead. Some of the books aren’t available in e-versions, or only bits are available online. Those that are will read differently – hence mean differently – than the print versions. Materiality is modal; we create meaning with it – but you’ll still get what you need. My suggestion is to read and manipulate the texts: try to do what they do. Practice. Take your time.

Two more if you fancy novels: Zen and the Art of Motorcycle Maintenance, and Lila, both by Pirsig. Read these as you read about Agassiz: as an autonomous learner on the move. Just don’t romanticize them. Please.