May 23, 2015

What do you learn by remixing?
Another remix using Twitter metric data created by Danial Llynds
(photo to be inserted)

This work started with a picture posted by Aras Bozkurt and then picked up by Simon Ensor and then I clicked the 'remix' button and modified it. The tool, Thinglink, certainly encourages remix and so does Soundcloud.

Kirby Ferguson in his TedX talk says that remixing is a better way to conceive of creativity. The basic elements of remix are copy, transform and combine.

What I have found during the process of remix is that you have to study the material that you are reconstructing much more carefully than if you just 'consume' that work. Here is a short video I made for Rhizomatic Learning cMOOC in week 1. While the results may not make a great deal of sense, the process of collecting these images and remixing in this way allowed me to sort, sift and order this information. In this type of learning with so much going on, this is critical for me to start the process of finding a comfortable virtual place to study.
It is also another way of 'hosting' a learning party as we discussed during the Rhizomatic Learning 'course'. To me, hosting is part of being able to collate, collect and then share so that others will be engaged, learn or even just pause to think.

Here is another inspiring remix from #Rhizo15 study....A Quote Parade. I've really enjoyed the remix work of both @dogtrax and @sensor63.

Artifacts - Creating for Week 6

What creations will we bring to the table for Week 6 of Rhizomatic Learning (A practical guide) 2015?

This page will grow this week as I add various artifacts created.
Let's start with a Haiku.

Image courtesy of

Digital badge for Rhizomatic Learning cMOOC Participation - This exercise also showed the rhizome in practice with the code being passed (or authorised) from one member to another.

The Facebook Open Digital Badge created using FB SNA graphic shared by Aras Bozkurt.
Code is valid for 1 year with unlimited credit.

Sestina Poetry (Mark II) never progressed past the first 3 stanzas. Not recorded in FlipGrid.
(Updated June 2015)

A fare-thee-well from Mr Scruff. Keep it Unreal. Keep Moving.

May 13, 2015

My (social) analysis of that....with instant coffee.

Here is my talk-back to Aras Bozkurt for his SNA presentation with [min] indicators if you want to break up the 53 minutes. Italics are direct quotes from the presentation.

Image from presentation

After some introductions we get a "Hi" of a different sort. [4:30] The risks of open and public hangouts - Mr Lovier says analyse this!

Betweennes Centralities are very important. [8:45] This term 'betweenness' (see my poem here Twitter Metrics) has been picked up a bit in the last week or so. This is another facet of the diamond of this type of analysis. Aras goes on to explain..We all have different roles, producers, lurkers, consumers, guides. Betweenness Centralities is a measure of these and the importance [9:34] and there is no unity in the terms across SNA [41:02]. The challenge is to synchronizing the terms in your head to understand them.

How can you connect with another in the shortest path. That's what the analysis is looking at. [10:30] Dots and lines in the picture equal one week of interactions in Rhizo15. [12:25] Subnetworks and lurkers are clearly defined. SNA is more than connections and number of tweets [45:36] By changing the sort order in NodeXL you get a different diagram that clearly shows ties and nodes [14:33]. This visual, supports the concept of teacher=learner=teacher=learner.

Look out! Learners took control in the Week 2,3,4 examples. [16:13] Or is this how MOOCs operate with a large number of students? Are there always going to be clusters or do we expect the central star formation?

It took 4 hours of number crunching to do the weekly pictures that are posted for Rhizo15, a long process. [17:09] Here is an example of the SNA with the red lines showing my tag to give you an example of the depth of information included. Is my home green?
You are not visible but you are a critical part of the whole story [43:43]

Back to the presentation we have a "Go NomadWarmachine" event!! [22:10] Connecting to all communities across the sub-groups. You are not the instructor but you are in the middle of everything...that's important. [23:37] We can calculating relationships by looking at the edge weights. [27:31] Two dimensional graphs are hard to analyse or interpret, SNA allows a more indepth look at the data. [27:31]
Showing preset data is like drinking instant coffee [31:00]
This software does not work on Facebook at the moment. [33:27]  Getting this data is a continual challenge as different releases of apps change the way this is done. The difficult part is visualizing this data into something meaningful. [39:34]

45:39 You need to engage with the data to understand it.
46:10 It's like dominos
46:45 SNA - what we do with it...we decide what we need and go looking for it.
52:15 This data gives us information about learning and rhizomatic learning

Then Autumm calls up a Google Hangout-bomb experience! [49:16] I feel like this is a movie I've already seen.

Get all the researchers about rhizo15 together. [52:03] I've made this Flipgrid available for Researchers in the hope that they would be willing to share their area of research and their initial ideas just as Aras has done in this presentation. There is also a request from Dave here:

53:zzzzzz Aras goes to catch a short sleep and we say "Good Morning" .... thanks for the async chat.

May 7, 2015

Possible un-Dave-ness - Week 4 time traveller award goes to.....

Possible Dave-ness as a course structure.
"....these weekly prompts, these questions. They’re content, in a sense. They’re Dave, but they’re content. They’re what Dave has picked out from the vast entropy of possible Dave-ness to feature, to engage with imaginatively…the only difference – if there is one – is that they’re just not aimed at having everybody come out with one outcome. "
@BonStewart comments on Autumm Caines post about 3 days before today.

PS Can you really give a time traveller award to the drinker-of-coffee-made-by-Dave?

May 6, 2015

Twitter Graph Metrics get weird

Graph Metrics*

Graph Metrics
Measure Vertices.

Unique edges

Self-loops take over

Would you reciprocate
My Vertex Pair?

Components connected
Are they contented?

Geodesic Distance
Has an edgy feel to it.

Graph Density is measured
By what?

I’d like to be ranked
For my Betweenness.

*Thanks to Aras Bozkurt for posting Twitter metrics after Week 3 of #Rhizo15

May 3, 2015

Non-Content and the space inbetween - Week 3 #Rhizo15

For this post I'm going to look at non-content, the doughnut hole kind of view of life.
This is from the suggestion in this week's video to "peek under content", what is included and hence, what is excluded.

Where content is given for learning there will be gaps and spaces to explore.

I'm going to examine non-content or gaps through 3 different lenses:

1. Music
Spaces, rests, silence - they are all critical in music. When learning the violin I was told..."play the rests" do I do that? But after many years of playing I understand a little better how to respect the rests in music, don't rush them, give them the whole value and feel the pauses between phrases.
Is there anything between B and C? If you are a classically trained pianist you would say no, however, there are microtones to play with on the cello. As noted in The Cambridge Companion to the Cello (Stowell 1999) microtones are in between semitones and there are also "unstable harmonics" to play around with.

2. Crochet
Talking about the holes, one of my other hobbies is crochet. This method of weaving a single thread with a single hook around different size holes, creates an amazing array of garments. If the thread is content, the holes are the critical non-content that makes up the garment. Give it more holes, call it lacy. Make it closed with very small holes, call it fabric. The holes become integral to the design and the finished product.

3. Train station platforms

Who would have for thought that you could find non content here? The "Mind The Gap" safety message is known far and wide outside of London. A whole message based on space. They could have concentrated on the step but no, make people aware of the gaping hole and hope that ensures people don't fall into it! This is part of problem solving, looking for the gaps in the existing help material. Looking for a work-around or how to build a bridge over the gap. If there is no workaround available then it's best just to warn the students to the "mind the gap".

I think that the space between content is just as important or more important than what is 'included' in a course. By looking at boundaries and things that form the edge of the content you can better understand and focus on the content or add another angle. What I like about this style of Rhizomatic Learning is that you are free to find the non-content to create the content. However it may not work for all learning styles or those with differing levels of learning ability. As soon as you select content, there is content excluded. As long as they learn from the gaps are able to match holes together in a web then you can jump on the web and learn some more.


The same is true for punctuation.  It tells the breath to rest.  Holes are content.  I think here of John Cage and his notions of silence and his performances of silence--both on the page and off.
Provocative post.
Mary Ann Reilly

Images from Google images labelled for reuse.
  • Robin Stowell (ed.) (1999). The Cambridge Companion to the Cello. Cambridge Companions to Music. Cambridge: Cambridge University Press.