Over the past few weeks I’ve been participating in an open course on rhizomatic learning #rhizo15. Now that it’s sadly come to an end this week, here’re some reflections on my experience – not really just of the course, but how participating has contributed to my practice: Getting involved… well, I started a bit late and joined in at week 2, I think. I was curious mostly – that’s why I thought I’d get involved.…
Category: open practice
This week I want to use an example from Anthropology think about space, method and discovery in learning. For that, I’m going back to draw on a subject about which I actually know more about than most people: cemeteries. It’s #rhizo15 thinking using the spatial and conceptual metaphor of Victorian cemeteries in Britain. So, the prompt this week was getting me to think about the role of a teacher/facilitator or similar (appropriately this seems to…
Contributing something #rhizo15 is part of my ongoing effort to become an open practitioner. This week’s topic, learning is a non-counting noun, made me reflect on how my own ideas of how we can count, measure or track aspects of learning developed. Unlike most people who spent a lot of time in Higher Education my experience of studying and later infrequently teaching at university didn’t involve many written exams or a set curriculum. First Fine Art…
Earlier this week I spent two days in Cardiff at the #oer15 conference on Mainstreaming Open Education. I was able to ask one of the keynote speakers, Sheila MacNeill, a question and I asked about what she would like to see happen next to help further openness. Her response was ‘getting senior decision makers engaged’ – and that got me thinking. What would I like to see happen, what would I want, not in my…