#Change11
0 week
Massive ?
Internet ?
Learning ?
Futures ?
aka
MOOCs
Was once an
Overwhelmed Newbie
Whelmed
MyNew MOOC  New
Chillbangers
Playing Pinnies, no tilt
Sucking MOOC sodas
Underwhelmed 
On My way
Different
perspectives
BBB
404
404 error
BYO CPU?
SMS
mobile 

Netbook

laptop
ipads 

           ipods
(cc) photo by medhead on Flickr
connectivity
Fibre optic
satellite
wireless
untethered > choice >  change
Sept 19-25 Zoraini Wati Abas - Mobile Learning Open University of Malaysia 
63
HELP !
PLN
Reflective self
Fail
You got 
another 
space?
Indeed 
MOOC rescue 
networked
cliche?
needed
digital
open
Sept 26-Oct 2 Martin Weller Digital Scholarship Open University, UK.
week 1
Chillbangin'Manga by
gforsythe.ca
Sept 19-25 Zoraini Wati Abas - Mobile Learning Open University of Malaysia 
You must search, grsshopper
Sept 26-Oct 2 Martin Weller Digital Scholarship Open University, UK.
Goals
http://bit.ly/rgigQJ
dumb clams @ http://bit.ly/pLuYmI
0 Week: Whelmed, Neither Over Nor Under
http://bit.ly/ph1Df1
http://change.mooc.ca/
http://change.mooc.ca/week02.htm
http://www.group.as/change11/
http://change.mooc.ca/week01.htm
 Sept 12-18 George, Stephen, Dave ORIENTATION WEEK 
PLE
http://tonysearl.posterous.com/whelmed-my-new-mooc-new
http://tonysearl.posterous.com/week-1-change11-byoocpu-asap
https://www.fuzemeeting.com/replay_meeting/3d7b3430/2127761
meaning?
what is the impact of abundant content on the nature of teaching. 
areas of serious concern which should give us pause to reflect in the adoption of digital scholarship
•Alternatives
academics
vote with their actions. 


•Impact
low-threshold ability to share 
exciting time to be involved in education. 



•Tension
‘changes in academic practice as a result of new technology’. 

•Openness
abundance
Kudos Barry Dahl
http://moocmeanderings.blogspot.com/view/classic
Liz Henshaw
http://theory.cribchronicles.com/2011/09/28/education-learning-and-technology-change11/
https://twitter.com/search/%23change11
bon stewart
http://www.scoop.it/t/place-based-learning
Allan Quartly -
Where's the teacher? 
Within each of us?
askedAllan&others
facebook #change11
open minded scholar?
or 
just a fun meister?
#1GooglePicSearch4Curator
OLPC
Mitra's "Hole in The Wall"
week 3
Oct 3-Oct 9 Allison Littlejohn Collective learning Caledonian Academy Scotland 
Oct 3-Oct 9 Allison Littlejohn Collective learning Caledonian Academy Scotland 
http://www.academy.gcal.ac.uk/people/littlejohn.html
APABibTeXCellChicagoHarvardMLANatureScience
Radar?
Network Weather
Other?
Gamification
Motivations
Evidence
direction
structure
same but same
Agile Unlearners
To Build subsumes change
The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students' shifting patterns of learning and technology use.


Are digital natives a myth or reality? 
University students’ use of digital technologies

http://www.mendeley.com/research/are-digital-natives-a-myth-or-reality-university-students-use-of-digital-technologies/
Collective learning
PLANE
self
how we understand the binding force that connects people while they are learning
What do you think is the ‘binding force’ that connects people while they are learning in groups, networks and collectives?
I see that binding force as humanity. Essentially humans want to co-operate, to solve problems worth solving and contribute to a greater good. Harnessing the surplus within each individual, allowing loose membership, social and aligning value, the collective becomes greater than the combination of the whole. To learn in the network, for discreet timed events is now easier than to attempt to change the institute. As needed groups form, around a problem participants have a deep connection with (witness "protest") To motivate is removed. It just is.  To drive the learning (solution) is removed from responsibilty of an outside entity. It happens collectively. 
#change11
#collective
A lure or hook?
fake, artificial, 
http://tsearl.edublogs.org/2011/10/05/radar-or-weather/
http://tsearl.edublogs.org/2011/10/01/donut-beach-and-discoverable-flotsam-or-genies/
outline in a narrative way how you learn: who do you draw on, how dynamic is your learning network? Post responses on your blog or elsewhere. Alternatively, you may want to consider some of the following questions and share your ideas. How might collective learning improve learning and development in the workplace? Is learning from the collective compatible with traditional organisational knowledge sharing and learning culture? Use #change11 and #collective to share your thoughts. 
I learn best when impediments get out of the way and I feel trusted by those I value as co-learners to mentor them. I also set goals that morph.
I search for a problem I'm interested in (as simple as a word definition like pleonasm, to as complex as why is the learning in the network and how do we value it?) and keep coming back to it, maybe quite some time later, to add further fragments assisting deeper knowledge. Bricolage learning. 
My PLN is highly dynamic; shifting, sifting; aggregating, foraging and filtering. Amazing how what I need keeps circulating. Or I know where and how to find it.
CL in the workplace allows ideas to flow, bits to stick, barriers of participation removed (or considerably lowered) and a form greater than its' whole results. Mindfulness of place on the cycle ensures a welcome mat for 
visitors who may become residents,
your own incremental progress, review,
reset goals and finally seeking out those in deeper
who add value you align with, be that social, academic, topic or fun. Or all of them. Big Bonus.

Task 4 is to contribute to the discussion on evolving learning ecologes by considering the following questions: 

What literacies, resources and mindsets do people need for collective learning? How do you (as participants in the MOOC) create/ share knowledge? 
Do you think the knowledge actions of consume, connect, create, contribute are a useful framework to think about collective learning? What online (and offline?) tools support these behaviours? Is there anything missing within this toolset?
Whilst CCing, I'd add co-operate to collective learning. Not strictly an action
yet, but needs to be (re) considered as an action, not just a condition.
Human judgement, empathy, reason and thought (amongst others) need explicit
connections (discoverable, known, context to) to consume, connect, create and contribute. Network value is not found in these 4C actions of themselves, value comes from quality added by each node. 
Tech literacy is probably the lowest requirement. Majority of tools that stick are now easier
to use, if not master, than ever before. The mindset of low threshold, safe fail, purposeful play and tinkering is critical. Trust to share in a discoverable space is a hurdle. Sensationalist, often heritage media, who promote an erroneous danger of personal and crowdsourced publishing has resulted in a convenient excuse for those claiming engagement reluctance. Almost to the point of I don't read because I prefer the movie. I don't do open, digital and networked because it's not real, somehow inferior or it's just for the hipsters. The lie of digital life long learning may be exposed in excuses master learners continue to make moving forward. Resources include that functional ability to use tools, and replicate their human. 
Visual, text, A/V and interactive are just wider choices of how to do that. I create knowledge by bricolage, active, purposeful cross discipline questing and identifying patterns and making connections between assembled results. This is then incrementally reviewed, changed and built. The large ah ha moments are rarer. but the steady dose of micro hits sustains learning. I make learning and knowledge transparent and discoverable without pushing it onto others as an answer. It just is. I like responses and I rarely get that so I need to figure out why.
(cc) photo by theaucitron on Flickr
(cc) photo by theaucitron on Flickr
October 10, 2011 - David Wiley at the Change MOOC! 

This week, David Wiley will facilitate a discussion on the history, and future, or open learning.
I would like to invite students to reflect on the practical impact on people they would like their educational technology / educational research work to have.
I would challenge students to create a concept map relating the specific change they want to see in the world and the related activities and resources they will have to engage in or influence in order to bring the change about.
Oct 10-Oct 16 David Wiley History and future directions of open education 
Brigham Young University US http://davidwiley.org/ 
week4
ACTIVE Bricolage 
What kind of change do they want to see in the world? 
What will they have to do, personally, to create that change?
Do they need to start a university, a high school, or an after school program? 
Do they need to run for public office, or find another way to influence public policy? 
What kinds of resources or cooperation would be required, and from whom would these come?
Oct 17-Oct 23 Tony Bates Managing technology to transform teaching Tony Bates Associates Canada http://www.tonybates.ca/ 
Assistive technology that's never talked about. It just is.
Humans fixing past errors. Co-operation NOT control
Equity of educational opportunity for LDCs.
No
keep plugging away
pin down my value shift points
do what I can with what I have
Be mindful
Crowdsourcing public policy is kinda cool
We get a crack at it every election, I guess
Create The VisionMeister than Leaps Over Futile 
Election Cycles and Political Sound Bites in One Bound
Bipartisan on societal cores is coming. The stall effect 
of economic mires has assured that.
http://tsearl.edublogs.org/2011/10/12/collective-learning/
http://tsearl.edublogs.org/2011/10/14/an-open-and-shut-case-the-nag-needs-new-engines/
 Can change come from within, or do we need to re-invent new forms of higher education that are de-institutionalized?


User
"Good teaching may overcome a poor choice of technology but technology will never save bad teaching"

Some
Many
Few
Visitor
OERs
Managing technology to transform teaching
Week 6 Oct 24- Oct 30 Rory McGreal 
OER for learning 
Athabasca University Canada http://unescochair.athabascau.ca/ 
week5
Ideas
... small
Oct 17-Oct 23 Tony Bates Managing technology to transform teaching Tony Bates Associates Canada http://www.tonybates.ca/ 
 Can change come from within, or do we need to re-invent new forms of higher education that are de-institutionalized?


The goal is to suggest ways to speed up the transformation of the post-secondary institution to a more modern, more effective, digitally-based organization that will better meet the needs of 21st century learners.


User
"Good teaching may overcome a poor choice of technology but technology will never save bad teaching"

Some
Many
Few
Visitor
(cc) photo by tudor on Flickr
Managing technology to transform teaching
Many university and college leaders recognize the growing importance of learning technologies, yet institutions are still extremely conservative in their actual use. Although there is a great deal of small scale innovation taking place, the basic structure of teaching, based on full-time campus attendance and face-to-face classroom teaching, is still the predominant paradigm. Online distance education is growing but still constitutes less than 15% of all enrollments in North America. In any case, the future is not likely to be sharply divided into classroom and distance education, but will combine a rich mixture of digital and face-to-face learning.

If institutional leaders – and many faculty – see the need for change, why is it so slow in coming? What could be done to speed up the changes? What strategies and actions could be taken to support innovation in teaching, better use of technology, and better learning at the same or lower cost? These are some of the topics I would like to discuss during this week of the MOOC. I’m very much looking forwarding to participating in this MOOC with you all.


Ideas
Kicking some thinking...
... small
           Week 7           Oct 31-Nov 6         Nancy White 
Triangulating, weaving and connecting our learning 
Full Circle Associates US 
http://www.fullcirc.com 
Multiplicity of groups… 
How do we work creatively with multimembership? 
What is the role of the transversal? 
Social artists via Etienne Wenger’s definition. 
One thing I was thinking was to raise the idea of 
social artists. (Had a go.)
Why small things matter
my
vacant weak excuse
week6
week7 Nancy White
start
here
If we are openly sharing artefacts of change in learning,
does that allow us to expect a similiar experience for
like positioned peers? I wonder?
‘When the winds of change come, some build walls, others build windmills”


Round Table Handicap
33 to 1 odds in maiden victory
Malcolm Johnstone won
3 Cox Plates. Who am I?
maiden victory 13/8/02
Mare, bit of a diva. 
Won 3 Melbourne Cups
Glenn Boss steering
Who am I?
15 straight 
at time of writing
Nothing fishy, 
although you may
think so.

looking for more
sprints to win

Who am I?
Melbourne Cup First Tuesday in November - The Race That Stops a Nation
Member
(cc) photo by theaucitron on Flickr
Member
The syllabus becomes a garden space, a context setting within which learning can happen and the curriculum is the things that grows there.
week 2
Loved the live
draw and respond.

Ima gunna use that one.
soldiers
s
workers
http://oz4icons.blogspot.com/
Week 6 Oct 24- Oct 30 Rory McGreal 
OER for learning 
Athabasca University Canada http://unescochair.athabascau.ca/ 
(cc) image by nuonsolarteam on Flickr
Week 9 Nov 14-Nov20 Erik Duval 
Learning in times of abundance Katholieke Universiteit Leuven Belgium http://erikduval.wordpress.com/about/ 
Week 9 Nov 14-Nov20 Erik Duval 
Learning in times of abundance Katholieke Universiteit Leuven Belgium http://erikduval.wordpress.com/about/ 


In 1969 he was appointed to the University of Paris VIII at Vincennes/St. Denis, an experimental school organized to implement educational reform
(in 2007, e.g., he was the 11th most frequently cited author in English-speaking publications in the humanities, between Freud and Kant).[34]


the rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight. 
(Deleuze and Guattari 1987, 21)


http://www.bumblenut.com/drawing/art/plateaus/index.shtml
Nomads have the ability to learn rhizomatically, to ‘self-reproduce’, to grow and change ideas as they explore new contexts. They are not looking for ‘the accepted way’, they are not looking to receive instructions, but rather to create.


I’d like you to take a piece of your own practice and think on it rhizomatically.

students developing their own historical inquiry questions on an authentic Ancient artefact which they research, make and curate in our class museum. QR codes index and link like periods and questions. Answers come very last.

Does it mesh with what I’ve described here? 

very much so. Tight entry to task (high expectations, previous bests, what is deemed quality) loose scaffold (their curriculum emerges with curational guidance, as many pre-shares as needed), then tight exit. (presentation as the expert, self evaluation, peer review)The emergence of both better   
      quality questions and deeper exploration of unique artefacts is usually an 
      end result.


Are there goals that you want to accomplish that would not be served by a rhizomatic approach? 
when traditional curriculum gets in the way, we revert to it, BUT only when students are sitting an external. Otherwise this has been our PBL process since 1985

Is there a way to change what you are doing to make it more rhizomatic? 

What impact would that have? Good? Bad?


Nomads are not wanderers, homeless nor necessarily restless or relentless – purposed, mindful, drawn to next discoveries and to bringing these home, communal and communicative in both social settings and self-reflection, learners because of and teachers with their families – where the context is about making it safe to take risk and where the mentoring is about making it possible to discern risk and make other decisions.
11.Ilene Dawn Alexander says: 

The rhizomatic metaphor above seems like a perpetuation of the same ideas/network which can be fulfilling on the surface however what about the deeper roots and meaning based on challenge and debate? I believe institutions would do well to force students to challenge their own theories as well as those of others to truly unpack their thoughts and define their ideas more clearly and with passion backed up by evidence and peer-reviewed research (not only networked or anecdotal research).

15.Michelle Laurie says: 
November 7, 2011 at 8:04 pm 
Soldiers defend the status quo. They check for compliance. When you learn the rules and why they are used, you move from worker to soldier. These people KNOW MORE. We have a number of paths through our education system where you can learn enough to be someone who can check for compliance. 


The worker was the original goal of the public education system. How can we create a workforce that will show up to work on time, accept tasks and complete them. The worker needs to remember things without understanding them. They need press a button at 2:15pm. They don’t need to know what happens when the button is pushed. They just need to press it
Learning for a worker is about compliance. Assessment is an assessment of compliance. The worker collects facts and information that it can then trade with other workers. Our education system currently does a very good job of creating workers.


When students become their own designers and beaurocrats, budget savings won't get re distributed will they? 
The wealthy have to do more or they won't have it anyway.
The nomad is trying to do what I call ‘learning’. Not the recalling of facts, the knowing of things or the complying with given objectives, but getting beyond those things. Learning for the nomad is the point where the steps in a process go away. Think of parallel parking. If you think of the steps, perform them one at a time, you almost inevitably end up on the sidewalk. There is a point where you stop thinking of facts or steps and understand the act.


Deleuze and Guattari are not trying to focus our attention on the rhizome so much as they are trying to get us to relax our focus, our critical intellect, to capture the arcs, the asignifying ruptures, the starts and fits and interconnectedness of things.
http://idst-2215.blogspot.com/2011/11/change11-defining-rhizome.html
 "Reductionism wants to disentangle the single noodle of my life, stretch it out on an examination tray, name and number the parts, establish the tidy sequences of cause and effect, and finally declare that it understands me. 

And here's the thing: it will understand a great deal about me that could not have been understood so easily while I was tangled up in the plate of spaghetti. 

But it will also lose a great deal, if not most, of the contours, the arcs, the twists and turns, the connections and intersections, the forces and counterforces that truly make my life interesting to me, if not to others" brilliant. Absolutely brilliant example and use of language. 


Keith Hamon
it's the rhizome that allowed me to see my life as one noodle in a plate of spaghetti.
Keith Hamon said...

                                                    Nov 7-Nov 13 Dave Cormier

                    Rhizomatic Learning - Why do we teach? 
University of Prince Edward Island Canada http://davecormier.com/ 
Week 8
A warm 
invitation is extended to
you and our fellow learners, to
enjoy a mindful, open learning 
experience.
Jump in, bring your friends, get fully dirty, you can always change later if now is not convenient.
All we ask is you treasure the captured moments, share them, pay them forward and enjoy the journey.
That's The Change I Want To Be.
#Change11
"Timmmmmmy, Where's the freekin' change man?
Tension of seeing learning through a rhizomatic lens and the power fiction of a frame in which to operate
The more something becomes accepted the less we worry about it
BLACK BOX
Which one do you apply the metaphor too?
Bring something of yourself to the table. Get off your butt.
Accountability and responsibility
Can we use our own brains as the metaphor? Neurons connecting.
Spectators? or Gawkers?
No doofus, not these nomads
francesbell Frances Bell 
@JeffreyKeefer @TonySearl where was the discussion taking place? #change11 MOOC like raft that floated out to sea - no energy to swim to it 
"Visualizing Social Bookmarks",
US Prez in Oz
Always On
LOVE IT!
abundance
abundance
abundance
abundance
abundance
Time chunking
5 hours YES....
I repeat my assertion
time and space
fundamental change

Schools need timetables. But do they need to look like they do?
ask for forgiveness, not permission.
flipped classroom - FFS meh - traction because of PRIVATE money = gross inequity
it's not about being entertaining
authentic is a captivating frame
to redraw them back
zooming in and out is OK
public = my share/open PLANE PL behaviours
quantified self = tracking, how well
am I doing? calibration critical
sense of how they are doing
self dashboards simple metrics, 
enable students to set own goals?
Of course we can and should
I do. Set own lines of enquiry for big history - 13/14 yr olds can do it.
assessment? hard, formative, feedback, liking, do it differently, open discussion, 
meandering, fragmented?, I prefer messy, accept it, micro chunks, 
objectives? of course there is a way of doing it
DON'T summative, evaluate behaviours on openly evidenced changes
assess coherance? cognitively set goals, Who's coherance? I really argue is that you or them?
Clarity, NSS who's way of way of thinking, moulded to what you can understand, or are you prepared to say, I need to shift MY thinking to see what it is you ARE saying.
abundance - let go of fake control - "filter the abundance" filter bubble
limitations of openess? Openness is NOT good when...
share everything... capture all to share all... 
http://www.archive.org/details/ErikDuval-Change11Week10-LearningInATimeOfAbundance
COOLCast - Nov. 17, 2011 - Learning in a Time of Abundance 
OO open online
content is a whore, easy, discoverable and cheap. TS

"knowing your limits of what you don't know" G
filtering the fire hose is the challenge
ED has simple principles - strict keeper of my time, block in your time for specific purposes, liking that push back to "always on"
"always reading" precursur to "always on line"
how do educators parent? 
encourage interest in a way of, not only way. Do with, not for,
What's the most fun for you?   focus before the first note, live performance, here right now in the moment
access to abundance for all? equity, no slogans, like that ED, 
abundance is seeping, small piece by small piece, 
clear with yourself as to why you are. if it becomes personal it is harder to ignore
we don't all have to be running down the same street, at the same time.
devices and content connectivity and abundance
"stalked" finding out who you are connected to limitations
what is in their real life
Carol is puzzled by openness - I've always been it, creative. Really liked that comment.
limit to 

Reflection

•thinking about the ways that learning technologies in our own lives make life hard: where they constrain, where they liberate, where they are burdensome

Week 10 - Nov 21-Nov 27 Jon Dron Soft stuff, hard stuff, and invisible elephants Athabasca University Canada 
http://jondron.athabascau.ca/Site/Home.html
Hard is Easy
Soft is Hard
http://www.slideshare.net/jondron/learning-analytics-soft-and-hard
Did you fill in your survey?

5 minutes???  yeah right.....
http://www.oer-quality.org/clearinghouse/submit-a-best-practice/
Discussion 

•exploring the ways we might build learning spaces more effectively by more actively making technologies soft or hard, as well as to be more aware of how much or little they do so we can  research the elephants in the room more effectively.
Playing 

•designing a soft technology (or two) 
Doing

•implementing a change to a technology in practice, employing principles of soft and hard technology design.

Week 10 - Nov 21-Nov 27 Jon Dron 
Soft stuff, hard stuff, and invisible elephants Athabasca University Canada