#101openstories

Happy #openeducationwk & #yearofopen 2017

Share your stories on Twitter using #101openstories

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This is an open invitation to share your personal story about openness in the context of education, research and the ethos of participation and sharing the cultural and social aspects of openness, wherever you are on this beautiful planet we all call home.  

Too often we hear about and experience the divide of the Global North and the Global South but also among nations in neighbouring parts of the world. Let’s bridge it! Getting to know each other and coming together is, we feel, an important step forward. Together we can achieve so so much more! Part of your story may include your strengths (what you have to offer) and needs (places where you’re struggling to achieve your open goals) in the context of collaboration.

Your individual open story will help us all get to know each other, share ideas and engage in conversations and identify opportunities to support each other and collaborate. Therefore, these stories will help us learn with and from each other and grow individually AND collectively. Too often we focus on things that separate us. Let’s focus on what unites us!

You can submit your open story in any format or medium you like, in any language you want to. Feel free to use prose or poem, photos, drawings, cartoons, film, model, collage, music or dance… keep it short and be imaginative ;). Remember to add the hashtag #101openstories to help us curate them all.

Visit our #101openstories project site 

We hope you will be ok to make your story available under a CC BY licence so that all of them can be spread and studied further. We hope that the collection of #101openstories will inspire others, provide food for thought for students, practitioners, researchers and the wider public to use and gain insights into the world of open through your stories, through our stories.  

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“This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.” Source https://creativecommons.org/licenses/

Remember to add your name to your story and attribute if you are re-using or re-mixing somebody else’s story!

Share YOUR story with us all and connect with others from around the world!

Start today and see the seeds growing and spreading!

Help us to collect and curate #101openstories starting during #openeducationwk and continue throughout the #yearofopen to create a #101openstories magazine to celebrate openness across borders.

#101openstories team

Chrissi Nerantzi, @chrissinerantzi, United Kingdom
Penny Bentley, @penpln Australia
Jenni Hayman, @jennihayman, Canada
Viviane Vladimirschi, @vvladi, Brazil
Judith Pete, @judyphalet, Kenya
We are still looking for a collaborator from Asia. if this is you, please get in touch with us! Thank you.

#rhizo15 Subjective Perspectives

Learning Subjectives

designing for when we don’t know where we’re going

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How do we design our own or others learning when we don’t know where we are going? How does that free us up? What can we get done with subjectives that can’t be done with objectives? Good questions Dave Cormier, course facilitator of Rhizo15: a practical view.

For over 20 years my work as an Australian secondary maths and science teacher was driven by objectives and standards based assessment. The thought of walking into a classroom of 30 x 15 year old students without a tight plan of “where we are going” is the stuff of nightmares to me. Nightmarish in the context of the current education system. I’ll leave this thought for the moment and return to Dave’s questions, in another context, that of my professional learning.

I no longer teach maths and science, instead I wander around in open digital networks looking for professional learning opportunities. I’m still a registered teacher and now, educational researcher. Gotta keep current to bridge the academic-practice divide.

My learning in open digital networks is not pre-determined by someone else’s objectives, it’s driven by perspectives, my subjective perspectives and the subjective perspectives of others. If the curriculum of a Rhizomatic course is the people, the learning experience could be seen as perspective change.

Drawing on my love of science ( and open educational resources), take Charles Darwin and his Theory of Evolution as an example of learning through perspective change. The 19th Century brought with it many challenges to how people viewed themselves and the world they lived in. Public debate was rife at the time (still is) as people discussed the ‘truth’ of Darwin’s theory of human evolution. Perspectives clashed, alternative views were considered and, for many, pre-existing beliefs about the origin of man were transformed.

image Credit: A Logical Refutation of Mr Darwin’s Theory, 1871, Wellcome Images

Here’s another example of learning through perspective change. Cholera epidemics in London during the 19th century and public access to microscopes inspired this etching. The woman’s perception of the water in her cuppa was shattered, changed forever. There was no going back, her learning was transformative.

imageCredit: Monster Soup, Wellcome Images

Monster Soup: a woman dropping her porcelain tea-cup in horror upon discovering the monstrous contents of a magnified drop of Thames water; revealing the impurity of London drinking water. Coloured etching by W. Heath, 1828.

Critical reflection of one’s beliefs, in the light of new information, can lead to perspective change. If people challenge us with new information in a Rhizomatic course, is this the curriculum and is perspective change the learning experience? Is transformative learning a theoretical framework for the Rhizo?

An abundance of complex ideas and creative pursuits seem to ooze from Rhizo conversations on social media, in the total absence of learning objectives. Pre-packaged objectives bring learning to an end, subjecting perspectives to change never ends. This frees us up for life-long learning via wisdom of the crowd.

Mezirow, J. (1997). Transformative learning: Theory to practice. New  directions for adult and continuing  education, 1997(74), 5-12. Chicago

Open Educational Practices

Hover Fly
Source: Flickr, Hover Fly 

Do You

Then you’re engaging in Open Educational Practices.