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https://redgloo.sse.reading.ac.uk/ssswills/weblog/2621.html

Last night I attended a CPsquare call on work undertaken by Karen Guldberg and Jenny Mackness in the area of: Learner Experiences in an on-line Community of Practice.

 

It is great to be able to talk to authors in an informal call on the work that they are doing and its application in other areas. They had undertaken a taken an interpretative phenomenological approach to their research, immersing themselves in the learner experience and taking an insider view, on the experience of participating in the CPsquare workshop on Communities of practice. They highlighted 6 areas that they recognised as themes in the responses:

 

• Emotion
• Connectivity
• Understanding norms
• Learning Tensions (Duality)
• Technology
• Identity

 

Many participants used emotive terms when expressing their feelings about the workshop, for example "fired up" or "frustrated", and I think this reflects the type of people who take the workshop.

 

We had a lot of discussion about Connectivity, I cited Shirky who I believe talks about the different levels of connection that people establish.

 

The issue of norms, was nicely summed up by John D. Smith who gave an example where everyone in a group had said (separately) they felt like an outsider, even the acknowledged expert.

 

Learning tensions for me was nicely summed up by the line between Action and Reflection.

 

We only briefly touched on Technology and had no time for discussing Identity. We will have to make another event to talk about Identity, because that is a topic that I think is of growing importance.

 

I think Karen and Jenny have done a great job with their work so far. They rose to the challenge of presenting late in the evening (many CPsquare events are late evening in Europe, so that most of the rest of the world are awake).

I shall be using this blog to record thoughts and notes relating to a course I am studying at the University of Manitoba in Canada. It is titled Connectivism and Connective Knowledge, exploring the concepts of connectivism and connective knowledge and their application as a framework for theories of teaching and learning. George Siemens and Stephen Downes are facilitating the course and the number of particpants is ... substantial!

http://netzlernen.kaywa.ch/arbeiten_mit_dem_internet/arbeitsumbgeb

Google Everything II
Im Rahmen eines Seminars zu «Arbeitsprozessorganisation» an der FHTW sich Anja Wagner zusammen...

http://weblogs.elearning.ubc.ca/chendricks/2008/06/foucault_and_kant_on

I am working on a book review of Foucault and Freedom by Johanna Oksala for a journal, and in the third part she argues that "by linking his thought to the Enlightenment, Foucault makes the normative move of adopting the ideals associated with it--critical reason and personal autonomy--as the implicit ground on which his critiques of domination, abusive forms of power and reason rest. The Enlightenment provides him with the historical--not transcendental-- values on which to base his critiques" (187).

This is a complicated and controversial point, but it is similar to an argument I made in a recent article in the journal Philosophy and Social Criticism, that in emphasizing the connection between his own work and that of Kant, Foucault may have in part been trying to encourage an audience of fellow theorists to consider how their theories can address and impact concerns in their own historical present (as Kant did in some of his texts). Oksala argues that for both Foucault and Kant, philosophy can have an important social and politcal role as critical thought aimed at promoting human freedom and autonomy. I think much more could be said than either I or Oksala have said about how Kant's critiques and his other texts use philosophy as critical thought, as a means of promoting freedom. The point is not only to find the conditions of possibility of knowledge and morality (I leave aside the 3rd critique for the moment, as I am not much familiar with it), but in so doing to promote freedom by releasing us from heteronymy and dogmatism. What further values could we promote or hinder in philosophical pursuit of truth or criticisms thereof? Is it that the question of truth is enough in itself to drive philosophical thinking, or should we consider what else we can do with it? Can doing and teaching philosophy aim towards human freedom? If so, what kind, how, and why is this important? How can we avoid upholding practices and discourses that hinder it? (A Foucauldian question.) What role does the pursuit of truth itself play in hindering freedom? (Another Foucauldian question.)

http://weblogs.elearning.ubc.ca/chendricks/2008/06/foucault_and_kant_on

I am working on a book review of Foucault and Freedom by Johanna Oksala for a journal, and in the third part she argues that "by linking his thought to the Enlightenment, Foucault makes the normative move of adopting the ideals associated with it--critical reason and personal autonomy--as the implicit ground on which his critiques of domination, abusive forms of power and reason rest. The Enlightenment provides him with the historical--not transcendental-- values on which to base his critiques" (187).

This is a complicated and controversial point, but it is similar to an argument I made in a recent article in the journal Philosophy and Social Criticism, that in emphasizing the connection between his own work and that of Kant, Foucault may have in part been trying to encourage an audience of fellow theorists to consider how their theories can address and impact concerns in their own historical present (as Kant did in some of his texts). Oksala argues that for both Foucault and Kant, philosophy can have an important social and politcal role as critical thought aimed at promoting human freedom and autonomy. I think much more could be said than either I or Oksala have said about how Kant's critiques and his other texts use philosophy as critical thought, as a means of promoting freedom. The point is not only to find the conditions of possibility of knowledge and morality (I leave aside the 3rd critique for the moment, as I am not much familiar with it), but in so doing to promote freedom by releasing us from heteronymy and dogmatism. What further values could we promote or hinder in philosophical pursuit of truth or criticisms thereof? Is it that the question of truth is enough in itself to drive philosophical thinking, or should we consider what else we can do with it? Can doing and teaching philosophy aim towards human freedom? If so, what kind, how, and why is this important? How can we avoid upholding practices and discourses that hinder it? (A Foucauldian question.) What role does the pursuit of truth itself play in hindering freedom? (Another Foucauldian question.)

http://weblogs.elearning.ubc.ca/chendricks/2008/06/back_from_maternity_

Well, well...it's been awhile. Far too long. I have been busy at home with a new baby boy, and have completely let this blog go. Letting blogs die a quiet death is a common blogger experience, I think. But this one is not quite dead yet. I am back from maternity leave, and though much of this summer will be spent working on research, I plan to add some new posts on teaching here as well. Coming back to the classroom after a year without teaching is, I hope, going to be an interesting and refreshing experience. I am excited to start up again, and catch up on the world of pedagogy blogging, in philosophy and other subjects.

My research this summer will focus on a paper about Michel Foucault's views of the political role of intellectuals. This, actually, is relevant to teaching philosophy: part of what I am thinking about in that paper is what philosophers might do to "educate" their audience, to bring about social and political change, to be active citizens in their own communities. So I will be posting a bit about that, as well as about my thoughts on preparing for my upcoming courses.

http://weblogs.elearning.ubc.ca/chendricks/2008/06/back_from_maternity_

Well, well...it's been awhile. Far too long. I have been busy at home with a new baby boy, and have completely let this blog go. Letting blogs die a quiet death is a common blogger experience, I think. But this one is not quite dead yet. I am back from maternity leave, and though much of this summer will be spent working on research, I plan to add some new posts on teaching here as well. Coming back to the classroom after a year without teaching is, I hope, going to be an interesting and refreshing experience. I am excited to start up again, and catch up on the world of pedagogy blogging, in philosophy and other subjects.

My research this summer will focus on a paper about Michel Foucault's views of the political role of intellectuals. This, actually, is relevant to teaching philosophy: part of what I am thinking about in that paper is what philosophers might do to "educate" their audience, to bring about social and political change, to be active citizens in their own communities. So I will be posting a bit about that, as well as about my thoughts on preparing for my upcoming courses.

http://www.cetis.ac.uk/members/scott/blogview?entry=2008022114

Its always fun to have a look back at future predictions from the 50's and 60's. And while we may not have flying cars and jetpacks, it seems like they got e-learning in 1999 bang to rights back in '67.

http://feeds.feedburner.com/~r/paulomoekotte/RFnQ/~3/383525407/

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