In this first week of this #rhizo14 experience, I’ve had a few modest goals. I thought it was interesting how many people defined their role in the MOOC as “cheating” because they were lurking and would be picking and choosing how they participate. I think with a connectivist online experience, that’s really the only way to operate, unless one happens to have the luxury of a lot of spare time. I do not. I entered the experience knowing that I would have significant time constraints. Nonetheless, one of my goals was to blog regularly, aiming for a couple of times a week.
That commitment has made connecting with other participants in the MOOC much richer. I like the concision of twitter, but it’s hard to connect over deep ideas in that space. In the first week, I’ve appreciated the comments on my blog, the people who’ve given a quick nod by favoriting my posts, and the connections on twitter building on the ideas.
Maha Bali(@Bali_maha), Simon Ensor (@sensor63), Jaap Bosman (@jaapsoft), Terry Elliott (@telliowkuwp), Aaron Johannes (@imagineacircle), Jenny Mackness (@jennymackness) and Kevin Hodgson (@dogtrax) are some of the people I connected with last week, and I hope to continue the conversations throughout this learning experience. In my past MOOC experiences, I have not felt particularly connected to people, even with a lot of dialogue. I have considered the facebook and google plus group.
One of my ongoing goals is to continue to refine my social media and productivity workflows. I use the following tools to manage information flows:
- Hootsuite for twitter. I set up a view of #rhizo14 to easily scan on my commute.
- I favorite tweets that I want to come back to. Favorited tweets automatically create a draft wordpress post via IFTTT rule
- WordPress app on phone installed to quickly approve comments
What other strategies for pulling together and managing all the information in this MOOC are others using?
And a question I’d like to explore in the coming week:
- What role should the affective and conative domains have in teaching and assessment? OR
- Can empathy and curiosity be taught?