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	<title>Comments for Connectivism</title>
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	<link>http://www.connectivism.ca</link>
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		<title>Comment on Sensemaking artifacts by Agardnahh</title>
		<link>http://www.connectivism.ca/?p=336&#038;cpage=1#comment-97982</link>
		<dc:creator>Agardnahh</dc:creator>
		<pubDate>Thu, 15 Dec 2011 20:59:28 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=336#comment-97982</guid>
		<description>Think about all the different kinds of &quot;sense making&quot; objects that can be produced.  2 examples above are visual, 1 text,  but they can vary greatly: songs, equations, conversations, sculpture - any form of expression.   I like the idea of giving students myriad tools to express understanding, and letting them choose the one best suited for their skills or area of expertise.  This leads us to a one primary (but oft overlooked) role of education - building enough self awareness to determine the means best suited for self expression.</description>
		<content:encoded><![CDATA[<p>Think about all the different kinds of &#8220;sense making&#8221; objects that can be produced.  2 examples above are visual, 1 text,  but they can vary greatly: songs, equations, conversations, sculpture &#8211; any form of expression.   I like the idea of giving students myriad tools to express understanding, and letting them choose the one best suited for their skills or area of expertise.  This leads us to a one primary (but oft overlooked) role of education &#8211; building enough self awareness to determine the means best suited for self expression.</p>
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		<title>Comment on Sensemaking artifacts by MooCow</title>
		<link>http://www.connectivism.ca/?p=336&#038;cpage=1#comment-97979</link>
		<dc:creator>MooCow</dc:creator>
		<pubDate>Thu, 15 Dec 2011 13:20:44 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=336#comment-97979</guid>
		<description>Despite my busy schedule I was pleased to drop in on your blog and take my rightful place as a Prime Sensemaking Artifact. Been all over this year (Heathrow is my favourite airport too!) doing conferences etc. But now I&#039;ve been asked to do something quite different - have to colour my nose for it. 

&quot;So, let the raucous sleigh bells jingle,
Hail our dear old friend Kris Kringle,
Driving his reindeer across the sky.
Don&#039;t stand underneath when they fly by.&quot;

Seasons Greetings!  MooCow</description>
		<content:encoded><![CDATA[<p>Despite my busy schedule I was pleased to drop in on your blog and take my rightful place as a Prime Sensemaking Artifact. Been all over this year (Heathrow is my favourite airport too!) doing conferences etc. But now I&#8217;ve been asked to do something quite different &#8211; have to colour my nose for it. </p>
<p>&#8220;So, let the raucous sleigh bells jingle,<br />
Hail our dear old friend Kris Kringle,<br />
Driving his reindeer across the sky.<br />
Don&#8217;t stand underneath when they fly by.&#8221;</p>
<p>Seasons Greetings!  MooCow</p>
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		<title>Comment on Rhizomes and networks by Asif</title>
		<link>http://www.connectivism.ca/?p=329&#038;cpage=1#comment-97774</link>
		<dc:creator>Asif</dc:creator>
		<pubDate>Mon, 14 Nov 2011 04:30:25 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=329#comment-97774</guid>
		<description>Me coming in to respond to my own comment (...sad, I know).

Been thinking: if the Occupy movement is rhizomatic, in that it has popped up in many locations based on people learning about what&#039;s happening in other locations (ie. it is self-replicating [at the moment]), then the connections being made by people within a single location (ie. Occupy Toronto) and the information shared between those people, according to the model I&#039;m presenting above, represent the formation of networks and a process of networked learning.

All that to say -- to answer my question above -- that yes, rhizomes can contain networks too.</description>
		<content:encoded><![CDATA[<p>Me coming in to respond to my own comment (&#8230;sad, I know).</p>
<p>Been thinking: if the Occupy movement is rhizomatic, in that it has popped up in many locations based on people learning about what&#8217;s happening in other locations (ie. it is self-replicating [at the moment]), then the connections being made by people within a single location (ie. Occupy Toronto) and the information shared between those people, according to the model I&#8217;m presenting above, represent the formation of networks and a process of networked learning.</p>
<p>All that to say &#8212; to answer my question above &#8212; that yes, rhizomes can contain networks too.</p>
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		<title>Comment on Rhizomes and networks by Asif</title>
		<link>http://www.connectivism.ca/?p=329&#038;cpage=1#comment-97761</link>
		<dc:creator>Asif</dc:creator>
		<pubDate>Sat, 12 Nov 2011 22:37:17 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=329#comment-97761</guid>
		<description>Coming in from left field to offer a perspective on this.

Perhaps rhizomes and networks represent two different types of learning.

Rhizome learning results in replication of concepts whereas networked learning represents production of concepts.

In an organization, the head honcho&#039;s views/talking points will tend to be replicated by the underlings -- i&#039;ll say &#039;rhizomatically&#039; -- so you&#039;ll see the same views/points articulated from different mouths at different levels down the hierarchy.

At the same time, in the same organization, people at different levels will connect, communicate and learn from one another&#039;s perspectives in the larger organizational network -- and this will result in the production of new views in each one of the people connecting (a combination of their pre-existing views plus the new information they&#039;ve received).

So things like propaganda or peer pressure will function on rhizomatic learning, whereas things like open source communities or collective decisionmaking will function on networked learning.

That&#039;s not to say that the two are mutually exclusive or that it&#039;s even possible to strip one away from the other.

In terms of relationships between the two, I&#039;ll use the following analogy: if the ecosystem is a network, then the potato plant is a rhizome within that network.

 So I&#039;m proposing that networks can contain rhizomes. The question I&#039;m asking myself now is: can rhizomes contain networks?

Maybe it&#039;s a question of scale.</description>
		<content:encoded><![CDATA[<p>Coming in from left field to offer a perspective on this.</p>
<p>Perhaps rhizomes and networks represent two different types of learning.</p>
<p>Rhizome learning results in replication of concepts whereas networked learning represents production of concepts.</p>
<p>In an organization, the head honcho&#8217;s views/talking points will tend to be replicated by the underlings &#8212; i&#8217;ll say &#8216;rhizomatically&#8217; &#8212; so you&#8217;ll see the same views/points articulated from different mouths at different levels down the hierarchy.</p>
<p>At the same time, in the same organization, people at different levels will connect, communicate and learn from one another&#8217;s perspectives in the larger organizational network &#8212; and this will result in the production of new views in each one of the people connecting (a combination of their pre-existing views plus the new information they&#8217;ve received).</p>
<p>So things like propaganda or peer pressure will function on rhizomatic learning, whereas things like open source communities or collective decisionmaking will function on networked learning.</p>
<p>That&#8217;s not to say that the two are mutually exclusive or that it&#8217;s even possible to strip one away from the other.</p>
<p>In terms of relationships between the two, I&#8217;ll use the following analogy: if the ecosystem is a network, then the potato plant is a rhizome within that network.</p>
<p> So I&#8217;m proposing that networks can contain rhizomes. The question I&#8217;m asking myself now is: can rhizomes contain networks?</p>
<p>Maybe it&#8217;s a question of scale.</p>
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		<title>Comment on Rhizomes and networks by Jaap</title>
		<link>http://www.connectivism.ca/?p=329&#038;cpage=1#comment-97733</link>
		<dc:creator>Jaap</dc:creator>
		<pubDate>Fri, 11 Nov 2011 08:28:30 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=329#comment-97733</guid>
		<description>I will read Deleuze, because I suspect some romantic (he is after all a French Philosopher with connections to romantic philosophers like Bergson and Nietzsche)  views in his thoughts. I will read the books with this question in my mind.
The romantic view could explain why  the rhizomes / network discussion seems to be endless. (different world views in the background) and why &#039;organic&#039; is used as a value and a bit of a  negative value is set on &#039;analytic&#039; .</description>
		<content:encoded><![CDATA[<p>I will read Deleuze, because I suspect some romantic (he is after all a French Philosopher with connections to romantic philosophers like Bergson and Nietzsche)  views in his thoughts. I will read the books with this question in my mind.<br />
The romantic view could explain why  the rhizomes / network discussion seems to be endless. (different world views in the background) and why &#8216;organic&#8217; is used as a value and a bit of a  negative value is set on &#8216;analytic&#8217; .</p>
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		<title>Comment on Rhizomes and networks by Lawrie</title>
		<link>http://www.connectivism.ca/?p=329&#038;cpage=1#comment-97722</link>
		<dc:creator>Lawrie</dc:creator>
		<pubDate>Thu, 10 Nov 2011 18:16:36 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=329#comment-97722</guid>
		<description>Hi George, 
I just want to disagree with the last paragraph. Rhizome (growth) does effectively, as you say, describe the formation of knowledge and possibly learning. But the tone with regards to curricula is almost dismissive. If we could develop a model of curriculum development based on Cormier&#039;s ideas then it would have the potential to be truly adaptable to student needs, possibly genuine personalised learning experiences, where &quot;just in time&quot; resources and serendipitous network connections can be made depending on the context of the student. The point with rhizomes growth is that it is there below the surface, looking for the right time, the right conditions to flourish, just like learning. Curricula could do worse than to aspire to develop and adapt in the same way.</description>
		<content:encoded><![CDATA[<p>Hi George,<br />
I just want to disagree with the last paragraph. Rhizome (growth) does effectively, as you say, describe the formation of knowledge and possibly learning. But the tone with regards to curricula is almost dismissive. If we could develop a model of curriculum development based on Cormier&#8217;s ideas then it would have the potential to be truly adaptable to student needs, possibly genuine personalised learning experiences, where &#8220;just in time&#8221; resources and serendipitous network connections can be made depending on the context of the student. The point with rhizomes growth is that it is there below the surface, looking for the right time, the right conditions to flourish, just like learning. Curricula could do worse than to aspire to develop and adapt in the same way.</p>
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		<title>Comment on Rhizomes and networks by dave cormier</title>
		<link>http://www.connectivism.ca/?p=329&#038;cpage=1#comment-97721</link>
		<dc:creator>dave cormier</dc:creator>
		<pubDate>Thu, 10 Nov 2011 18:16:27 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=329#comment-97721</guid>
		<description>Hi George. Lots here to respond to and i&#039;ll bring it in to the broader discussion on my last summative post for the week... but i&#039;d like to address one point that i think is central to where we differ. 

You speak of &#039;entities&#039;. As best i can tell from the way you describe and entity, you think of them as fully formed things that can be pointed to and the recombined with other things. You see them as having defined attributes that &#039;activate&#039; on recombination. This position is, i think, Platonic. I read these as forms/ideals that are essential to their being an entity. 

I don&#039;t think these &#039;entities&#039; exist in this way. (no, i&#039;m not saying that the world is full of mush) I think what you refer to are blackboxes (thanks Latour) that hid power structures and support existing ways of looking at things. It&#039;s the tidiness that I see in your version of networks.

The rhizomatic metaphor could easily be a metaphor for the SHAPE of actual knowledge. I&#039;m not sure... that&#039;s a big part of the thinking that i need to do coming out of this week. I&#039;m definitely not saying it CAN&#039;T be... rather... i&#039;m not sure.

Thanks for the thoughtful post. Need more time to think about it.</description>
		<content:encoded><![CDATA[<p>Hi George. Lots here to respond to and i&#8217;ll bring it in to the broader discussion on my last summative post for the week&#8230; but i&#8217;d like to address one point that i think is central to where we differ. </p>
<p>You speak of &#8216;entities&#8217;. As best i can tell from the way you describe and entity, you think of them as fully formed things that can be pointed to and the recombined with other things. You see them as having defined attributes that &#8216;activate&#8217; on recombination. This position is, i think, Platonic. I read these as forms/ideals that are essential to their being an entity. </p>
<p>I don&#8217;t think these &#8216;entities&#8217; exist in this way. (no, i&#8217;m not saying that the world is full of mush) I think what you refer to are blackboxes (thanks Latour) that hid power structures and support existing ways of looking at things. It&#8217;s the tidiness that I see in your version of networks.</p>
<p>The rhizomatic metaphor could easily be a metaphor for the SHAPE of actual knowledge. I&#8217;m not sure&#8230; that&#8217;s a big part of the thinking that i need to do coming out of this week. I&#8217;m definitely not saying it CAN&#8217;T be&#8230; rather&#8230; i&#8217;m not sure.</p>
<p>Thanks for the thoughtful post. Need more time to think about it.</p>
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		<title>Comment on Rhizomes and networks by Nate Angell</title>
		<link>http://www.connectivism.ca/?p=329&#038;cpage=1#comment-97720</link>
		<dc:creator>Nate Angell</dc:creator>
		<pubDate>Thu, 10 Nov 2011 18:04:22 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=329#comment-97720</guid>
		<description>Definitely read Deleuze/Guattari on rhizomes! It will be worth the effort...</description>
		<content:encoded><![CDATA[<p>Definitely read Deleuze/Guattari on rhizomes! It will be worth the effort&#8230;</p>
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		<title>Comment on Who are MOOCs for? Confused personal thoughts. by Laurence Cuffe</title>
		<link>http://www.connectivism.ca/?p=327&#038;cpage=1#comment-97639</link>
		<dc:creator>Laurence Cuffe</dc:creator>
		<pubDate>Tue, 20 Sep 2011 16:18:52 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=327#comment-97639</guid>
		<description>I think this is an ivory tower vs. public library debate.  In an ivory tower you may influence a lot of the movers and shakers, but its in the public library that you are likely to encounter those who, (like Carl Marx) will change the world.</description>
		<content:encoded><![CDATA[<p>I think this is an ivory tower vs. public library debate.  In an ivory tower you may influence a lot of the movers and shakers, but its in the public library that you are likely to encounter those who, (like Carl Marx) will change the world.</p>
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		<title>Comment on Who are MOOCs for? Confused personal thoughts. by debseed</title>
		<link>http://www.connectivism.ca/?p=327&#038;cpage=1#comment-97575</link>
		<dc:creator>debseed</dc:creator>
		<pubDate>Sun, 18 Sep 2011 10:58:31 +0000</pubDate>
		<guid isPermaLink="false">http://www.connectivism.ca/?p=327#comment-97575</guid>
		<description>We are an outcome of our cultural backgrounds.  There is nothing we can do to change that.  What we can do, and what you are doing, is to share knowledge and experiences.  

Whatever our backgrounds, its in the human nature to learn.  Open it up and people will seek. 

Debs

[from a caravan in a field in Lancashire, UK)</description>
		<content:encoded><![CDATA[<p>We are an outcome of our cultural backgrounds.  There is nothing we can do to change that.  What we can do, and what you are doing, is to share knowledge and experiences.  </p>
<p>Whatever our backgrounds, its in the human nature to learn.  Open it up and people will seek. </p>
<p>Debs</p>
<p>[from a caravan in a field in Lancashire, UK)</p>
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