One of the lines of inquiry this week for Rhizomatic Learning is about the subjective element of learning spaces. While Dave Cormier suggests we think about this in terms of designing a course, I can’t help but think about it as a learner in online communities, too. Unfortunately, I am grappling with the objective vs subjective ideas, so I am seeking out others in the Rhizo15 who are explaining it better than I can, in hopes they can explain it to me.
Of course, in doing so, I am letting their subjective experiences influence my subjective experiences. Not very objective of me, is it? But this is how I learn, from gathering ideas from others and trying to figure out my own line of truth. Or as close to an understanding as I can help to get.
Take Susan, for example. Her post this morning really was what I was looking for, in terms of teasing out the various terminology and allowing me to think about my own understanding. I ended up annotating her blog post in Diigo as a way to interact with her words and ideas.
My takeaways on this topic:
- I never go into a course as a student with an objective outlook. I bring all of my experiences with me, and those experiences form my expectations. This can be good (I am open to whatever comes my way as long as I am engaged) and this can be bad (what do you mean, there is no plan for where we are going?) but I know that if a course/event does not work for me, I can pull out with no regrets (sorry, but the fedwiki project a few weeks ago did not work for me).
- Note: if ever there was a course that is not a course, and the role of student that does not feel like a student, that would be Rhizomatic Learning. There is always the sense of, we’re all in this together. If you are used to a course having a clear syllabus, and course objectives laid out, this line of cloudy inquiry can be discomforting.
- As a teacher, I realize how much the “objective” lesson planning expectation is baked into the language of our profession. I suspect this is from the data-driven culture, where learning must be reduced to numbers so that it can be converted into charts that can be shared in Powerpoints that an influence policy that trickles down like a ton of bricks to us classroom teachers. I am gathering my “evidence” of student learning for my principal and noting how much is boiled down into those outcomes. We lose the individual when we do this. I know that. Still, I fall in line. My artifact portfolio has graphs, and numbers, and data … and my students as learners and writers … they get lost in the mix. That’s where the objective inquiry fails miserably to the subjective, right?
- I was glad that Susan brought the concept of “subversive” into the mix, and while her tone seems more negative than I would have put it, I see my own learning style as a subversive learner, as someone pushing at the edges and using humor and remixing and other non-traditional methods to find the heart of what I need to know, and maybe bring along a few collaborators as I go. I don’t consider this an act of disrespect … I see it as an act of independence.
- I’m still struggling with the line of our inherent bias that we bring to the table and the concept of being subjective as a learner. Some friends on Twitter have provided me with some helpful insights. Certainly our biases shape our experiences, as both teacher and student. Sarah suggested that subjective goals are what we want out of an experience — we have agency over articulating our expectations — while bias is the shape of us (not her words here, mine).
So, yeah, more confusion than clarity, but I am OK with that. The more I read from others, like Susan, the more my own thinking expands. I like that.
Peace (in the think),