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19 Oct 09

Innovate: Rhizomatic Education: Community as Curriculum

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rhizomatic knowledge connectivism education curriculum

The existing educational model with its expert-centered pedagogical planning and publishing cycle is too static and prescribed to accommodate the kind of fluid, transitory conception of knowledge that is necessary to understand the simplest of Web-based concepts.
In less-traditional curricular domains then, knowledge creators are not accurately epitomized as traditional, formal, verified experts; rather, knowledge in these areas is created by a broad collection of knowers sharing in the construction and ongoing evolution of a given field. Knowledge becomes a negotiation (Farrell 2001).
10 more annotations...
- particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
- The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
- Wikis and similar tools offer a participatory medium that can allow for communal negotiation of knowledge.
- a more discursive rhizomatic approach to knowledge discovery
- to negotiate what qualifies as knowledge
- Social learning is particularly valuable in fields where the parameters of knowledge are constantly shifting and a canon has not yet been solidified.
- Educational technology is one such field.
- is difficult to replicate in all environments,
- not just a window, but an entry point into an existing learning community.
- Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement.

10 Mar 09

Visible Knowledge Project || Themes and Issues

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knowledge Web2.0 learning invisible research

15 Sep 08

Shifting - Knowing Knowledge

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knowledge

17 Jul 08

Half an Hour: Knowledge Mobilization and Knowledge Translation

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knowledge mobilization power context purpose culture

The problem is, when you limit practice to what can be shown 'using the evidence', you limit practice is ways that are unproductive, and possibly dangerous. The 'evidence' may not exist to support a practice we know, via other means, is effective. The 'evidence' may prescribe a 'cookbook' approach, by necessity oversimplifying what are in fact complex problems.

And worst of all, Doherty notes, "The final and often most scathing criticism of EBM is that it is a means to serve cost-cutters and administrators, that it is following its own political agenda and has created its own profitable industry. Is EBM a means to serve administrators or is it an attempt to improve care?"
there is a danger in an analysis that supposes that there is some fact of the matter about user choices that can be identified through some process of research and applied, as though it were some sort of glue (or "fusion") in practice.
5 more annotations...
- Numerous factors operating one way or another played into the consumers' final response (the same is true of the semantic web, which despite being a big dud so far, is one gee-whiz invention away from mainstream acceptance). We can't draw the linear cause-effect relation here, no more than we can in medicine.
- He draws a clear distinction between an academically oriented knowledge regime and a business-oriented knowledge regime (what Lakoff might call a frame).
- The presumption that there is a privileged group that is in some way able to identify 'gaps' in the current state and some desired future state is, in my mind, flawed. It is flawed, not simply because any assessment of the current state depends on perspective, and is not therefore theory-neutral, and it is flawed not simply because there does not, and will never, in a complex system, exist a causal mechansism to move one from the original state across the gap to the desired state, but rather, because the articulation of the desired state, so crucil to the determination of action, is not an epistemological problem, but rather, one of power and authority.
- And knowledge mobilization (and knowledge translation) is, in my mind, especially when practiced in an institutional setting, a legitimation of that authority, an authority that is just as likely based on the prejudices and desires of those in control, and not any objective, theory-neutral, or evidence-based statement of the desired outcome.
- more important are considerations of context, capacity, and a culture that supports the use, sharing, and co-creation of knowledge(s), in its many forms.

29 Jun 08

Peter Suber, SPARC Open Access Newsletter, 6/2/08

Open Access and the Self-Correction of Knowledg

www.earlham.edu/...06-02-08.htm - Preview

openaccess scholarship knowledge

04 Jun 08

[SCoPE] SOF2008: Knowledge Mobilization

Some important points re: " knowledge mobilization," "knowledge transfer," "knowledge transflator," and "knowledge management." Similar traps as with "EBM."

scope.lidc.sfu.ca/...discuss.php - Preview

knowledge EBM