- Networked Study | bavatuesdays – Groom, Downes, Feldstien debate OER, discovered by way of Mike Caulfield here: http://hapgood.us/2014/08/07/blue-hampshires-death-spiral/ saving in many places. – (edupunk cmooc lms diy connectivism. )
- Bogost – The Rhetoric of Video Games – Central reading for an erhet project of procedural rhetoric – (dh procedural_rhetoric e-rhet rhetoric )
- Top Ed-Tech Trends of 2012: Education Data and Learning Analytics – Watters essays the politics of data collection and use inside and out of the cms. – (d2l learningenvironments learningoutcomes learninganalytics )
- Downes – Connectivism as Learning Theory – Downes is typically on the mark. – (de connectivism mooc )
- PLE Conference 2012 conference proceedings – – (PLE )
- Connections: Deconstruction & Connectivism: Module Introduction: Deconstruction & Connectivism – both a consideratin of the connection, and an exemplary DE mod. – (DE connectivism PLE MOOC )
- How open source is disrupting visual art – "This "solitary genius" myth largely holds to present day, but it’s a fundamentally dangerous assumption that causes artists to be analyzed outside of their social context and one that is getting harder and harder to maintain in the age of the Internet. Open source dismantles this notion, demonstrating more than ever that artists never work in a vacuum." heh heh heh – (DH media )
- Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning | Ravenscroft | The International Review of Research in Open and Distance Learning – – (de dialogue connectivism MOOC )
- [toread] Three generations of distance education pedagogy | Anderson | The International Review of Research in Open and Distance Learning – – (de connectivism MOOC )
- The UK’s biggest spending cuts protest yet and the anti-kettling app – Social media gone sane. – (en3177 demonstration politics )
- Editorial | Siemens | The International Review of Research in Open and Distance Learning – Siemens and Conole. Editorial intro to IRRODL special issue on connectivism. The entire issue is brings us up to speed for 2011 on PLEs and MOOCs. "As the first full journal issue, that we’re aware of, devoted to connectivism, this special issue of IRRODL presents a somewhat confusing landscape. Some themes are emerging around the relationship of connectivism to existing theories of learning and social interaction (communities of practice, actor-network theory, and activity theory being most prominent). Critiques of connectivism also reveal themes: the need for ongoing research, the suitability of existing theories in answering the questions that connectivism attempts to address, and the status of connectivism as a theory of learning." – (PLE MOOC connectivism DE )
- [toread] Attacks on connectivism « Jenny Connected – Yay to Jenny for aggregating some arguments and sources on (psst … the c word). This is the way a MOOC works. – (PLE connectivism MOOC )
- [toread] Connectivism: A Learning Theory for the Digital Age – Siemens – Foundational intro to connectivism – (connectivism ple MOOC )
- [toread] Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web – Downes on what it is not – (PLE MOOC connectivism )
- The Pedants’ Revolt: Does The AP’s Killing Of E-Mail Mark A Worrying Escalation? – ah, techcrunch finally catches some of the reg's attitude. the bug deal: ap catches up with the vulgar use of email, cellphone, smartphone. one more win for the corruption of language. – (editing stylebook linguistics #en3177 publishing )
Reading Kress, Multimodiality, I was struck by how his model of semiosis lines up with Downs’s and Siemens’s open course pedagogy of connectivism as it appeared in the critical literacies course earlier this summer.
Here’s Kress’s sketch of the sequence by which semiosis moves:
the recipient’s existing
attention, which produces
engagement leading to
selection of elements from the message, leading to a
framing of these elements, which leads to their
transformation and transduction, which produces a
new (‘inner’) sign.
Or, from the perspective of the interpreter:
interest produces attention;
attention shapes the form of the engagement;
this leads to selections being made;
the selections are framed;
there is the subsequent transformation and transductions of the elements in the frame;
and, in that, the (‘inwardly made’) sign is produced.
The sequence reshapes (aspects) of the initial message, the ‘ground’, into a prompt. Interest is the motive force: it is the basis for attention to the ‘ground’ constituted by the exhibition, for engagement with that ‘ground’; it shapes selection, transformation and transduction; and interest becomes evident in the new sign, the map.
And here’s Stephen Downes’s explanation of how the Critical LIteracies Online Course is designed:
We will give you access to a wide variety of things to read, watch or play with…. , what you should do is PICK AND CHOOSE content that looks interesting to you and is appropriate for you. If it looks too complicated, donâ€™t read it. If it looks boring, move on to the next item.
Once youâ€™ve read or watched or listened to some content, your next step is to keep track of that somewhere. How you do this will be up to you.
We donâ€™t want you simply to repeat what other people have said. We want you to create something of your own. This is probably the hardest part of the process.
Remember that you are not starting from scratch. Nobody every creates something from nothing. Thatâ€™s why we call this section â€˜repurposeâ€™ instead of â€˜createâ€™. We want to emphasize that you are working with materials, that you are not starting from scratch.
4. Feed Forward
We want you to share your work with other people in the course, and with the world at large.
Now to be clear: you donâ€™t have to share. You can work completely in private, not showing anything to anybody. Sharing is and will always be YOUR CHOICE.
I wasn’t going to map Kress’s sequence to the course sequence, but I will:Â ï»¿The instruction toÂ aggregate let’s the learner draw on interest to shape her attention, to produce engagement which leads to selection, which slides intoÂ remix.Â Remix andÂ repurpose put the focus on framing the elements of aggregation, to produce a new inner sign – which can then be shared, or not.
This connection between theory of communication and pedagogy – I’m not sure if it’s spurious or not yet – Â also gives the vernacular activitiesÂ aggregate, remix, repurpose, feed forward a pedagogical strength that I hadn’t recognized before.
That’s my morning started.