Multilitteratus Incognitus

It's been a while since I've sat down to blog (with the exception of my brief postings last week).  I guess I've had my nose firmly planted in books (physical and digital) trying to get through the reading components of my dissertation proposal so I can sit down and write. I tend to find (for me anyway) that having a bit more of a complete picture in my head as to what I want to write about cuts down a a ton of edits down the road. Because of this I also haven't really engaged a lot with my learning community (MOOCs and LOOMs alike). That said, a recent work encounter broke my blogging slumber and has pulled me from my dissertation a bit.  In my day job one of my roles is to answer questions about our department's program (what is applied linguistics, anyway? j/k 😆) and that includes questions about admissions. While we prefer  applicants with a background in linguistics or related background  such as languages (such as French, Italian, Spanish, Arabic, Gree...

Dave is really HAL, who is emulating Dave Busy week!  Just finished grading my current class, and finished the syllabus for my summer class.  Now the next stage in the course development is to create some instructions of the assessments, supporting materials, videos... oh my! I guess this is making me a bit late to this week's Rhizo Party on #rhizo15.  I have not read responses of other participants yet (been focusing on Latour...) but I assume I will get to those sometime this coming week (I am almost caught up on Pocket!). This week Dave asks the following : in a rhizomatic learning environment How do we get rid of the idea of Dave? Should we get rid of Dave? How do we teach rhizomatically and what is the role of the instructor? Dave wants to focus on formal learning - which is fine with me because that's what I was going to address anyway ;-)  I don't think that we could discuss all learning environments, open, traditional, undergraduate, graduate, K-1...