Power on fire!

This is my response to Lisa’s post Control by Personality http://lisahistory.wordpress.com/

I read the post with great interest.

“It seems to be the perception of power that is important”… “As with all effective aspects of learning, personality may be another overlooked element…”I echoed with your view and insights. 
As a teacher myself, I had never taken drastic actions without first consulting my learners (all adult learners).  I realised that a teacher’s integrity lies with “one’s walking the talk”.  So unfortunately, the spirit of networking has been greatly affected, and I don’t think that’s conducive to learning, especially for adult learners and teachers.  My comment is based on an incident, rather than based on a person.  And as I am not a learner looking for credits, I didn’t want my comments to affect others’ grading.  And I realise how upset people (co-learners and lurkers) are.
However, I think this is a revelation that a teacher’s “great knowledge and power” doesn’t come from inside of that person, but from outside.  And I learnt that respect can only be earned if a teacher is truly “compassionate, empathetic and knowledgeable to and engaging WITH the learners or teachers – peers”.  May be that’s the missing element in connectivism??  Is it?
No one likes to learn without emotions or feelings, otherwise we will become the computers, which could be switched on or off by others.  And I do not believe that computer can “learn” as much as human do, and as smart as human too. 
Do you think you and your students share such feelings or emotions towards power?  Is it the reason why connectivism is so “hard” to stay alive if people are just “connecting” without feelings?  Or are people really connected? I have seen such happenings often in organisations, and the result is…I would NOT be bent with power…., though anyone could play with it.  But it is like playing with fire.  It hurts.

Thanks for your inspiring post. 
You are welcome to comment on my blog https://suifaijohnmak.wordpress.com

Reflection on the role of learners in networks – Connectivism in practice

When I reflected on what has happened in our CCK08, http://www.innovateonline.info/index.php?view=article&id=668&action=article, where interaction and contribution of readers and learners were encouraged,  what I realised was a cautionary approach in the interaction between co-learners.  Whenever someone is trying to adopt a teaching approach, there would be a “tension” developed mainly because the co-learner has not been prepared or able to accept the “teacher-learner” or “expert – learner” role.  The learners might be preferring to adopt a “peer to peer” or “learner to co-learner” approach in learning on some occasions.  This seems also is the case in blogs, when the readers or co-learners were responding or commenting on each others’ blogs.  I have already noted numerous feedback from the blogs.  See my discussion in the forum on the different roles one may have in a network:  http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=956  Also, see Frances Bell’s comments on group and network discussion in  http://eduspaces.net/francesbell/weblog/485692.html and the forum discussion on groups and networks posted by Ailsa Haxell on passion vs reason. http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=956, where there were interesting and heated debates on passion and reason amongst teachers, learners and co-learners.  And the follow up discussion and debate via the blog by Terry Anderson:  http://terrya.edublogs.org/2008/10/20/more-on-groups-versus-networks-and-collectives/

Is such role conflict an issue in your teaching or learning?

If there are such role conflicts in networking or web 2.0 applications, what do you think will be some better ways to resolve them?

Chaos, complexity – The platform to stage and participate in a networking environment

How would you stage and participate in a networking environment?

Would a network (say in a forum) be staged as a

(a) peer review

(b) teacher vs learner vs co-learners (similar to the digital classroom/workshop where learners and teachers all interact, only that in this case we are all talking/responding at the “same time” or “same topic at different times”)

(c) question/response debates on different perspectives

(d) reinforcement of advanced concepts, applications development (for academics and teachers)

(e) cultivation of new ideas and development in teaching and learning under the umbrella of “connectivism” (not only for professionals and para-professionals, but also for any one who are involved in learning)

(f) some of the above or one that I haven’t mentioned here.

As each participant (especially in this forum) is playing a different role at different times and interacting with each other as we progress through the network, some of us may prefer just to reflect (and be a lurker) to see what may be gained out of this, while others would prefer to reflect/share via blogs.

This leads us to think again about learning as chaotic (mainly because we may be carrying different hats/roles as we interact and think the other parties are carrying such a hat/role as well).

So even in the forum like this, due to differences in the perspectives and roles, you will find un-ending debates (that’s healthy) as well as emotions (that’s part of network learning) that could be accounted for the complexity of digital network learning and connectivism (connections of all kinds).

I think there is always a blend of passion and reasons in groups and networks.  And you wouldn’t be easy to distinguish them easily, as role of the participants (learners and teacher inclusive) often change.  Also, the stage of development of networks are important (a complex and chaotic situation).

One thing is certain though, I think, we all wish to support and help each other in our forum or through blogs in our network development, irrespective of the roles, at least to move forward in our learning journey, even if participants (teachers and learners) have different perspectives and understanding of connectivism, and that the future outcomes/development of such networking or learning is unpredictable.  And that networking (both digital and non-digital) is always part of the life journey of everyone, whether we like it or not.

And you could even agree with disagreement in forum or blogs….  But I think we all value our discussion here at the moment. Otherwise, we would have spent time elsewhere.  

Are you looking for passion or reason or both?

Do you find some chaos, and complexity in this learning development?