This week I sort
of started two MOOCS – NovoEd’s Storytelling for Change and Dave Cormier’s
Rhizomatic Learning: #rhizo14: The Community is the Curriculum.
I had a go at both
of them – and they do both look good. BUT – I’m only going to proceed
with #rhizo14 – it is more flexible and self-directed – it is setting us free to work together - and I already know
and like quite a lot of the other participants.
Here’s some info
on Storytelling for change in case it appeals – then I will paste in
some cool stuff about #rhizo14 – including links to some of the best blogs that
I’ve already stumbled across.
#storytelling-change
Home:
Key Learning Outcomes
By the end of this course,
participants will:
Be confident in using
stories, especially personal stories, as part of their communication toolkit.
Know
how to tell stories and use a specific set of storytelling skills so that they
connect with the hearts and minds of their audiences (an audience of one or
many).
Have
developed, rehearsed, and received feedback on one personal story as a
replicable model so that they can build a personal “library” or “back pocket”
of stories that can be used in different situations.
Be
able to use a 5-step process to integrate story into presentations for change,
work, or many other situations.
Forums:
#rhizo14: And so it begins:
The tour:
The FB group:
Dave’s opening blog posts thoughts:
“Rhizomatic Learning posits, among
other things, that the community is the curriculum. That being able to
participate with and among those people who are resident in a particular field
is a primary goal of learning. In each of my classes the curriculum is, of
course, filled with the ideas and connections that pre-exist in the field but
the paths that are taken by the students are as individual as they are, and the
path taken by the class is made up of the collected paths chosen by all the
students, shaped by my influence as an instructor and the impact of those
external nodes they manage to contact.”
Week 1 Things to do:
Introduce yourself, follow one of the
threads of discussion somewhere. Comment on someone's work. Get acclimated.
Week 1 Challenge - Use cheating as a
weapon. How can you use the idea of cheating as a tool to take apart the
structures that you work in? What does it say about learning? About power?
About how you see teaching?
Bonus - Do lots of rhizomatic teaching?
Tell us about it.
Some cool blogs:
Alan L: http://cogdogblog.com/
Emily P: un content ed – Blog http://t.co/E00BGoyCsi Challenge everything!
This fits:
Failing
Superman: http://t.co/6aDQHGGhts
- curriculum as endurance.
As does this:
Everything
is a re-mix: http://t.co/LjNmTlLvRa - especially the richly textured beginning.
I just love this:
Irrational
art series: http://danariely.com/2012/06/15/creative-dishonesty/
Not dishonesty as much as a really cool research method.
And @dkernohan’s daily create challenges: http://t.co/OQ6j7uUMpp
A big takeaway for the
weekend:
And if you’re holding back
cos the tech scares you… this PPT essay on technology made me smile: http://t.co/Q3IzZMjufF
But the best note on cheating to learn comes from Ary’s wonderful blog:
A small plot of land (http://fearlesstech4teachers.wordpress.com/):
“I am a
former high school teacher with rhizomatic tendencies so I have been at war with public
education for the last 20 years, defending my students’ right to think,
question, create and express themselves, so hell yeah I’ve cheated! …for one I never taught from a
textbook or assigned a workbook. I always got to know my students to discover
what they wanted to read and write about. I asked them what they wanted to
learn, and I listened. …It took
months to set up this type of infrastructure and culture in my classroom, and
honestly there were always those students and (their parents) who preferred to passively learn, answer questions at the
end of the chapter, or complete a worksheet than to rewrite, remix and modernize
an act of Romeo and Juliet, podcast it, or perform it live for their
classmates. Some
people prefer traditions. It‘s safe. My students took risks. They weren’t
students; they were actors, producers, writers, directors, poets, pod-casters,
radio show hosts, bloggers, analysts, reporters, detectives, mentors, lawyers,
teachers, game show hosts, artists, mimes…they did it all! They created
“stuff” all the time…”
Frankly in
awe of Ary here for being able to do this in the public education system, and
for younger students. I like to think that I managed a fraction of this in my
evening A’level classes, mainly attended by adults wanting to wrestle with
Shakespeare and Chaucer. I definitely try to mix it up in my University classes
… but against the sheer monolithic power of state education ???!!!!! That is an
achievement!
Right now we
(my partner Tom Burns and I – with Quaco Cloutterbuck) are running ‘Becoming
an Educationalist’ (http://becomingeducational.wordpress.com/).
Deleuzian in form
and content, we’ve started to de-territorialise – we are nomads – we are taking
our lines of flight – and our lines of escape…
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