Tag Archives: Peer interaction

My blogging journey⤴

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word cloud with words from my thesis title

I started my blog on 17th July 2012, originally as a WordPress.com hosted site. I blogged sporadically about conferences I’d attended, bits of philosophy that interested me (at the time I was a tutor in Philosophy as well as a learning technologist) and other random thoughts. Looking back at it in order to write this post I can see that right from the beginning I was using this as a way to find my voice and sort out my thoughts.

On Feb 16th 2016 I moved my blog over to one of N’s servers with a .co.uk url, with his help, and I’ve had the same ‘self-hosted’* blog since then, still using WordPress – and still using the Twenty Ten theme because I like it.

* I say ‘self’ as it’s not me that does any of it – N sorts out all of the hosting for me.

In 2014 my love of Deleuze and Guattari* and their writings about rhizomes led me to sign up for a ‘course’ that Dave Cormier was hosting called Rhizomatic Learning – The community is the curriculum – or #rhizo14 as we called it (as that was the hashtag that we used for this event).

* The name of my blog, and my name across social media, comes from a concept from D&G.

Rhizo14 gave me a community to bounce ideas off, and with, and helped me to really kick start my blogging into a regular practice. During the event we had various different places across social media where we chatted – a Facebook group, a Twitter hashtag and a G+ group, but no one central place. My blog gave me somewhere that I could curate my conversations and know that I’d be able to find them again later. It was also good for writing long form posts that I could take my time over.

Through the people I met during rhizo14 and rhizo 15 (the second iteration of the event) I was introduced to another community called Connected Learning Massive(ly) Open Online Collaboration CLMOOC,  who at the time were running annual CPD summer courses which I participated in for the first time in June 2015. In 2016 I answered a call for volunteers to help run the 2016 run of the summer course and I became a part of the core facilitation team. These events ran with a combination of Google Drive, a WordPress blog and a newsletter, with a lot of conversation happening over G+ and Twitter. Participants were encouraged to use their personal blogs to curate their activities and share these with others, as I do on mine. Later I also decided to use this community as the basis for my PhD The emergence of participatory learning: authenticity, serendipity and creative playfulness.  My supervisor appreciated my use of blogging for reflective writing and encouraged me to use my blog as a way of talking about my research, and this helped me to make my research more participatory because I could write about my tentative findings and ask the community to validate them. This also made me think a LOT about the ethics of participatory and open research.

During the pandemic I found it pretty hard to keep publishing my own blog posts as well as supporting others at my institution, so I started posting my weekly #SilentSunday photos as a way of maintaining some sort of posting presence – I am currently up to number 126 of these. That meant that when I did have the head space to start writing blog posts again it didn’t feel like resurrecting a dead place.

I don’t usually get huge numbers of people reading my blog, though there are sometimes spikes, so recently I was a little surprised to get a notification telling me that my blog was getting a lot of hits. When I checked I found out that these were related to one recent blog post. I’d taken a  quick photo of some street art as I walked through Glasgow one day, and posted it with the title A Glasgow Banksy. It must have been posted on social media somewhere, because a few days after I had published it I started getting over 1,000 visits a day to that post for a few days. So that might be my five minutes of blogging fame.

Through the rhizos and CLMOOC, and particularly thanks to my friend Ron Leunissen, I was introduced to #DS106 and the Daily Create.  As it says on its web pages, The Daily Create is a “space for regular practice of spontaneous creativity”. Every day at 5am EST a new challenge (Today’s Daily Create – TDC) is posted on a WordPress blog thanks to the technical wizardry of Alan Levine. This might be a visual challenge asking you to share a photo you’ve taken or photo edit one that is shared. Maybe you’ll be asked to write a poem or a story, produce a video or make a gif. Often the prompt just asks you to respond in a creative way without stipulating a medium. And, even if the prompt does indicate a specific medium you don’t have to comply – it’s up to you what you do (or don’t) do. Some people complete the TDC every day, others dip in and out from time to time. There’s no prizes, and  no sanctions. The only rule is to MAKE ART, DAMMIT!

After lurking for a while I completed my first TDC  on March 16th 2016, and have done this every day since November 22nd 2017 – that’s 2702 consecutive days so far. In 2018 (I think?) I answered a call to help behind the scenes, and I’ve been doing that on and off since then (and a lot more on than off recently). It’s not as hard as it sounds – a few of us submit ideas for the daily create and we make sure that there’s always about a week’s worth in the queue – either new ones that have been submitted or reposts of earlier ones (with over 4800 already published there’s a lot of really good ideas to reuse and I really enjoy using the random search facility to find these). I also find that this triggers the creative part of my brain in another way – as I am going about my life on the internet I often get an idea for a TDC which I submit to the drafts folder to queue up later.

As well as my own blog, I also look after two for my Uni  and I run sessions to support colleagues who would like to try out blogging in an academic context. Our SoTL blog now has an editorial team to help us, but at the moment it’s just me looking after our Good Practice one. I try to encourage people to send me posts, and I wish I had more time to spend on it. That’s a project for future me.

As for my own blogging – I miss writing long form blog posts and I need to carve out some reflective time to do that. I do have a couple of posts that are bubbling away at the moment, and having this #blogging4life initiative has been fantastic for reminding me to get back to my own writing out loud. It’s nice to feel part of a community of bloggers.

Reflection on an ongoing collaboration⤴

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OEGlobal Postcard

Postcards on Pedagogy” flickr photo by NomadWarMachine shared under a Creative Commons (BY-NC-SA) license

It’s a couple of weeks into the UW/UofG collaboration, and I thought I’d take a few minutes to reflect on my experiences so far.

It started out very low-key for me. Mum died on 10th October 2024 (I still can’t type that without having to pause to wipe my eyes). So when the collaboration ‘officially’ began at the beginning of November, I knew that my participation would be interrupted by my need to travel 470 miles south to attend her funeral in early November, and all of the emotional upheaval that would entail. But I thoroughly enjoyed meeting my group (Debs, Alka and Mary) over Zoom and coming up with an asynchronous activity for us all to add to before meeting again on the 18th. On my return from England, after pushing through the mountain of work that had accumulated in my absence, I enjoyed a brief hiatus that I allowed myself in which write. Sending a quick email to Debs, Alka and Mary on Tuesday evening (my time) resulted in three lovely replies in my inbox on Wed morning – that really gave me a boost, and I have found a little more time to plan my next contribution to the collaboration.

I also found time to catch up with a project initiated by Carole, who is sending out prompts asking people to respond with a digital postcard. Carole had sent a card around to the group with a picture of her typical classroom. I have had neither classrooms nor students for years now, so I responded with a postcard remix from the amazing Bryan Mather’s remixer. However, this did get me thinking about my own learning environment, and an idea for my next remix.

Both of these activities have helped me to reflect on what I was hoping to gain from this collaboration, and what I was enjoying. I think that one thing that I have realised from my online communities is to enter experiences like this without rigid expectations, but with high hopes. I hoped to meet good people, to have interesting conversations, to participate in ways that I had not anticipated, and without rigid rules (no facilitators telling me that I am doing it wrong).  And I always hope for the opportunity to play with remix.

Well, so far I’ve not been disappointed, and I’m looking forward to the rest of the month.

#Rhizo24: the reunion⤴

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Fridge magnet with map of world and connections drawn over it. Text says #rhizo14What were you doing 10 years ago? On January 14th, 2014, #rhizo14 – or Rhizomatic Learning – The community is the curriculum as it was officially called, began. As fellow rhizonauts will remember, this was the brainchild of Dave Cormier, and was originally envisaged as being a six week event to explore rhizomatic learning. It was a whole lot of fun, and I made a lot of very good friends through it. 

Over the years since, some of us have mused about getting the band back together, and a few weeks ago a few of us started jotting down some ideas in a Google Doc with an idea of revisiting #rhizo14 in some shape or form over the summer of 2024.

So, here’s my suggestion: we find out who’s interested in being part of the planning, and we do some brainstorming over the next few months with the aim of running something over the summer of 2024. All are welcome to sign up for any role that they fancy with one exception.

It would be good to have a student body this time to practise with – and I am nominating Dave to be that body. 

So – who’s in? Comment here, reply to my tweet, toot or Facebook post, or indicate in the Google Doc what you think.

And here’s to more rhizomatic adventures.

Image is of fridge magnet sent by Clarissa to rhizo14 participants. It is still on my fridge today.

McLuhan’s Tetrad⤴

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I’m keeping half an eye on #ETMooc2 at the moment, and one of this week’s suggested activities caught my interest.

Activity #1 – Marshall McLuhan Tetrad of Effects for Generative AI: What are the opportunities and challenges presented by the evolution of technologies in the digital age?
View the following video (3:45) for an example of McLuhan’s Tetrad OR search for other examples.
Brainstorm changes that are already occurring or will occur with the use of generative AI in your context. Add ideas to each of the following four quadrants: enhance, obsolete, retrieve, reverse.

Google Doc

I wondered how this might apply to my favourite non-MOOC activity, the Daily Create.

McLuhan's Tetrad
McLuhan’s Tetrad” flickr photo by NomadWarMachine shared under a Creative Commons (BY-NC-SA) license

The Daily Create amplifies creativity, by encouraging DS106ers to create something every day. It makes copying obsolete, as the ethos is remix, not plagiarism. It retrieves inspiration, with a new prompt every day. There are no unexpected dissatisfactions, just a warning that #DS106 is #4Life

So long, and thanks for all the TAGS⤴

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clmooc TAGS
clmooc TAGS” flickr photo by NomadWarMachine shared under a Creative Commons (BY-NC-SA) license

For almost ten years now, whenever I’ve been involved in an activity that involves Twitter conversations I’ve headed over to TAGS and set up a copy to collate tweets and produce visualisations like the one above. So earlier this month, as I was tweeting to the #ETMooc2 hashtag, I was devastated to realise that it was now broken (I knew it was going to be, but I didn’t want to believe that it had happened). I’m too upset to explain the reasons why, and anyway Alan has already done that, I just wanted to say how sad I am that TAGS has gone. My PhD thesis about serendipitous learning was shaped by my ability to collect #CLMooc tweets easily and see what the community conversations looked like, my research into lurkers with Aras, AK and Len used TAGS and similar apps.

So a huge thanks to Martin for all the TAGS. It was great while it lasted.

An anti-climax⤴

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I didn’t have high hopes for GISH – I didn’t know what to expect. But I had hoped for some sort of collaborative creating and remixing with some like minded people. So I paid my $25.01 (why the .01, I wondered) and waited to see what the challenges would be like.

GISH is a week long event, and this year it ran from 30th July to 6th August. So on Sat 30th I logged in from my PC. First I tried to update my profile, but the web pages kept crashing, so I gave up on that. Next I headed to the Teams tab, expecting to find a chat room or a forum, but there was just a list of names with links to email them individually. Meh, I assumed the captain would be in touch.

And that was pretty much it. I scanned through the challenges and picked up a couple I could do alone from my desk (many of them either specified a specific location in the US or required interaction in busy places, neither of which were possible for me), and wandered off to do other things.

During my busier than usual work week I occasionally wondered why nobody was getting in touch – was I missing something? I checked the Teams tab again, but there was still nothing there. But apparently I was missing everything, as I found out after the event had ended. It turns out that there was a ios/android app, and that’s where my team were chatting. Somehow I’d missed mention of it on the web pages. I know this is all my own fault, and I could have got in touch with the captain (who I did not know), or other team members, but there it is.

And I can’t help feeling a little sad that nobody thought to ask me where I was.

The DS106 Daily Create is 10 years old⤴

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So here’s 10 reasons why you should join us in the Daily Create

Teacher badge
  1. Teacher owl says Daily Creates are better than apples
  2. You too can become a leader
  3. Anyone can be a Daily Create Influencer
  4. It’s free, and open to anyone to participate
  5. You will meet True Friends
  6. You might be able to solve #SockGate
  7. The Daily Create is not speciesist – we have participants from across the animal kingdom
  8. You don’t need to wear a fancy uniform to participate (most of the time you don’t even need to get dressed!
  9. Nobody is the boss of you – in DS106 rules are made to be broken
  10. #DS106 is #4life
Owl in a top hat

Thank you for coming to my TED Talk

The emergence of participatory learning: authenticity, serendipity and creative playfulness⤴

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Thesis word cloud

Today I got the final confirmation that I have been awarded my PhD in Education, with the title The emergence of participatory learning: authenticity, serendipity and creative playfulness. The thesis is now uploaded to my Uni library repository, and anyone who likes can read it.

Thanks again CLMOOC, for everything. Hat tip to DS106.

The emergence of participatory learning: authenticity, serendipity and creative playfulness⤴

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Thesis word cloud

Today I got the final confirmation that I have been awarded my PhD in Education, with the title The emergence of participatory learning: authenticity, serendipity and creative playfulness. The thesis is now uploaded to my Uni library repository, and anyone who likes can read it.

Thanks again CLMOOC, for everything. Hat tip to DS106.

What would Wittgenstein think of remix?⤴

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We were playing a game at the weekend, which Kevin started.

We answered by making an acrostic of the word we guessed until we got it right

Then Wendy put her twist on it. Different game, different rules. Obviously related – that’s how remix rolls, and the challenge is to work out what the new rules are, or how the old ones apply.

And that got me thinking: what would Wittgenstein think of remix? I think he’d have understood that it’s all a matter of what game you are playing.

“However many rules you give me—I give a rule which justifies my employment of your rules” (Remarks on the Foundations of Mathematics [RFM] I-113).