Gaps Between Galaxies: Learning in MOOCs

(I started this post, then published it unfinished. My apologies to any who saw that unfinished, briefly published post. I know better.)

I involved myself in a wonderful conversation over at Dave Cormier's blog about #PLENK2010 and PLEs, and I want to reflect on that experience and draw some lessons for myself. Also I want to move my comments back to my blog and not clutter Dave's blog, though the links are still here if anyone wants.

First, I think that such conversation is among the best things that can happen in a MOOC (massively open online course) such as PLENK 2010. The organized sessions and the prepared spaces on the wiki are also quite beneficial and educational, but nothing quite matches the spontaneous learning that happens in these open web spaces. Deep space, the gaps between galaxies, that's where the best learning is for me.

As often happens in such conversations, we conversants formed some agreements and some disagreements. While I found the agreements satisfying and validating [I'll have to explore later the role of agreement in supporting knowledge formation], I found the disagreements more stimulating, as they forced me to look again at my thoughts. I think that agreement can sometimes close a discussion too early. The main complaint that grabbed my attention was that Dave and I were engaging in a bit of hand-waving and loose talk about the nature of PLEs, which I interpret to mean that we had slipped into arcane, esoteric pedantry at best or into sloppy writing at worst. So I looked back at the conversation and found that it still struck me as relatively clear writing (writing can ALWAYS be clearer) about an important issue. So what was I to make of the complaint? Why did three seemingly bright people NOT see the same issue in the same way, consider the same evidence and arrive at the same conclusions?

It occurs to me that this is a fine illustration of the kind of rhizomatic learning that I have been trying to talk about. Let me explore this with the help of a metaphor: people and groups as galaxies. PLENK 2010 is a massively large galaxy (a rhizome) composed of 1,500 people, massive content, the Internet, computers, languages, theories, and so on. I visualize it as a galaxy not from on high, as a god might, but from the inside, as I do the Milky Way. Moreover, each of those 1,500 people and other points of light (content, Net, etc.) is itself a galaxy just as large as PLENK 2010, or larger.

To my mind, this is not loose talk. This metaphor is quite pointed (in the complex way that all metaphors are pointed) in addressing a misconception that most of us struggle under: what Edgar Morin calls the simplified thought of reduction and disjunction. We are in the habit of speaking of people or knowledges as single things, closed units, when we know that they are not. Each person is a complex constellation of physical and mental points, each of which is also a complex constellation of yet other points, and each of which is a point within some other complex constellation of points. This is a fractal, complex way of envisioning reality, and it is quite scientific and hard-headed. Quite concrete. And yet quite foreign to the way we've been thinking for the past several hundred years of scientific positivism and reductionism.

Actually, this complex view of people and classes seems to account best for the confusion many expressed when first trying to engage PLENK 2010. They seemed to view PLENK 2010 as a massive field of stars, a galaxy, that at first seems like so much white noise, an undifferentiated background. They frantically look for a Northstar to get their bearings, and if they don't find one, they panic. This is where Dave Cormier's advice about clustering comes in handy. When approaching a new galaxy, we must pick a point of light or two and map to those to see if there is a match to any points in ourselves. If not, we move on until we find some points that map. We then connect with what we can recognize. We anchor to a couple of points of light: to people, concepts, theories, or interesting conversations. It hardly matters what so long as we anchor. If we never find those anchors, then we fall away (as many seem to) and turn our attention back to the other galaxies (rhizomes) to which we are already linked: work, family, etc. etc.

But if we can and do anchor, then we change the galaxy, the rhizome, to which we anchor. In this case, we change PLENK 2010. As we come to know it, map to it, it comes to know us, or map to us. We change the group, and the group changes us. To use other metaphors, we exchange energy and DNA and fluids. Or as I said so loosely before: “The individual learns from the environment, and the environment learns from the individual. In the interplay, they shape and reshape each other, learn and relearn from each other, teach and reteach each other.” This is precisely what happened in this conversation on Dave's blog. This happens all the time among cells, and it happens to us as cells in a society, or a class. To quote perhaps too much from Morin:

The intelligibility of the system has to be found, not only in the system itself, but also in its relationship with the environment, and … this relationship is not a simple dependence: it is constitutive of the system. … This connection is absolutely crucial epistemologically, methodologically, theoretically, and empirically. Logically, the system cannot be understood except by including the environment. The environment is at the same time intimate and foreign: it is a part of the system while remaining exterior to it. … Theoretically and empirically, the concept of an open system opens the door to a theory of evolution, that can only come from the interaction of system and eco-system … In other words, it is a theory of living systems. (On Complexity, 11)

To my mind, then, education is a theory of living systems, and as such, it must include both the individual system and the eco-system, considered together as a meta-system, both dependent on the other and both autonomous. Morin is, of course, approaching his topic in the above quote from the point of view of the individual system (person, cell, star, whatever). Later, he adds that the eco-system cannot be understood except in terms of its included systems. In short, a learning theory must account for the individual system (the learner) and the eco-system (the world), and it must account for the complex interaction between the two, or among the many, to be more precise. It must account for the knowledge within the system and the eco-system and how the interplay (including the random and the black swans) within the eco-system changes the knowledge flowing in both systems and eco-system.

As near as I can tell, Connectivism has as good a chance of explaining this kind of complex learning as any learning theory that I know of, and that is why I'm attracted to it. Finally, it's this kind of complex learning that interests me. While behaviorism has taught me a few things about learning, in the end, if learning is no more than stimulus-response, then let computers do it. They don't get bored.

I suspect that I'll continue to write about this, but I have a paper to finish for publication. Later, scholars, and thanks for the wonderful ride. And special thanks to Dave Cormier and Scott Leslie.

Complexity and Personal Learning Environments

In a recent post to Dave's Educational Blog, Dave Cormier made a number of comments about MOOCs (massively open online courses) in general, #PLENK2010 in particular, and personal learning networks/environments. Most of what he had to say was, as usual, quite insightful and very much in line with the way I tend to think about these issues, but he expressed a rather forceful caveat about the phrase personal learning environment (PLE). In short, he does not like its potential emphasis on the personal, or individual learner distinct from the group. He says:

It is easy to see the transition to PLE as the ‘rebel yell’ of education. The splitter leaving the fold to strike out on their own to a place where they can make their own decisions, commune with knowledge on their own terms, thank you very much, and not be under the evil yoke of a power mongering educator and not have to suffer the ignominy of working in groups with other classmates. The lone learning warrior, learning on their own, without guidance. It is an easy vision to have as the discussion around PLEs is often put in opposition to LMSs and this often degenerates to “institution bad, learn on your own”. While this is a very interesting debate, it is not the same as the debate around learners managing their own learning content.

I see learning as a social activity. I don’t care if you’re engaging with dead white men in a book, it’s still a conversation. (albeit one sided in that case) The problem with the PLE (when contrasted with the LMS) is that it can easily move the focus to THE LEARNER and not THE LEARNERS. In this way the move from LMS to PLE can be seen as a move from with people, to without people. We don’t learn much alone. We need to keep the focus of the discussion on the disaggregation of power, not the disaggregation of people.

I appreciate his concern that the debate around this phrase "can easily move the focus to THE LEARNER and not THE LEARNERS' and his conviction that "we don't learn much alone," though I worry that he overstates his case. I think most educators recognize "the lone learning warrior" as a romantic myth somewhat akin to the myth of the starving poet, scribbling away in his lonely garret overlooking the smokey rooftops of Paris, plumbing the depths of the human soul in a fearless and solitary obscurity. If such creatures exist, then they are such black swans as to be outside the theories of either learning or writing. They are gunslingers, high plains drifters, steppenwolves, and like black swans, we cannot account for them.

Dave is right that we do not learn much alone, at least not until we have gained sufficient learning apparatus and context (language, heuristics, concepts, worldview, etc) from our group that we can begin to make some discoveries on our own, and even then, we almost always take this somewhat solitary learning back to the group for verification and validation. However, I think his efforts to avoid defining learning as primarily the work of an individual (the personal in personal learning environment) has blinded him to the rich and complex potential of the phrase personal learning environment, and I'd like to offer an alternative reading that explores that complexity and avoids reducing learning to the exercise of a single, solitary, individual mind. My discussion here is informed by Edgar Morin's short book On Complexity (2008), and I am perhaps as much trying to understand Morin as I am trying to illuminate personal learning environments. Complexity has its rewards.

If I understand Dave correctly, then he is arguing against the tendency to reduce learning to the exercise of a solitary brain. This tendency is shared by many learning theories which view learning as something that happens within each individual. Behaviorism focuses on the change in the behavior of the individual, and even social constructivism places learning in the minds of the individuals of the social group.  Most learning theories tend to see learning as some operation an individual mind performs on the external world of objects, internalizing ideas, concepts, behaviors, or patterns that existed independently in the objective world. These theories, in turn, are institutionalized in an educational system that issues individual grades to individual students, and those educational institutions are couched in a culture that preaches and rewards individual achievement, as if Bill Gates alone was Microsoft.

If Edgar Morin is correct, then this tendency to reductionism is part of a scientific habit of mind, or paradigm, that we have inherited from Descartes. "Descartes formulated this master paradigm of Western civilization by disjoining the thinking subject … and the thing being thought of … and by positing 'clear and distinct' ideas as principles of reality" (3). Science has bought into this paradigm of simplicity, and the results have been stunning, in all the connotations of that word. As Morin says: "This paradigm has dominated the adventure of Western thought since the seventeenth century. It has without doubt allowed for very great progress in scientific knowledge and in philosophical reflection. Its ultimately noxious consequences did not begin to become clear until the twentieth century" (3).

For Morin, this reductionist tendency works in two ways, both quite familiar to us today: we either reduce reality to a collection of discrete parts, logically arranged, and logically interacting (scientists do this) or we reduce reality to a unified New Age Whole, Gaia, the Force, God, or the Big Soup (spiritualists do this). In terms of personal learning networks, we either reduce learning to the personal and lose sight of the network, or we reduce learning to the network and lose sight of the personal. For most of us, reality is either/or: either all interacting parts (a unified field theory) or one big, vibrating w/hole (a different unified field theory). A thing is either this or that, but not both; either here or there, but not both.

Morin says that both reductions are too simple to account for the complexity of reality. Rather, we need to keep both in mind. We must replace the connectors either/or with and/and/and. To my mind, this line of thinking is strongly reminiscent of Deleuze and Guattari's complaint against arborescent thinking in A Thousand Plateaus (1987): "One becomes two [Unity and Parts]: whenever we encounter this formula … what we have before us is the most classical and well reflected, oldest, and weariest kind of thought. Nature doesn't work that way" (5). For D&G, reality is a rhizomatic multiplicity, and "multiplicities are rhizomatic, and expose arborescent pseudomultiplicities for what they are. There is no unity to serve as a pivot in the object or to divide in the subject. … A multiplicity has neither subject nor object, only determinations, magnitudes, and dimensions" (8).

Perhaps a simple (too simple) illustration is in order.  I'm an English teacher, so this example comes easily to mind.
Consider the period (punctuation mark) at the end of this sentence --> . I made it big and supplied an arrow so that you would notice it; otherwise, you might not. We can address this period as a discrete element of punctuation, a subset of grammar, itself a subset of semantics. It has a name, period, which gives it a unique identity. It has a definition, a role, a verifiable existence. Clearly, a period has scientific meaning as an entity all unto itself. It is an individual.

Yet, all by itself, its meaning is trivial to the point of meaninglessness. On a line by itself, it's just a silly little dot:

.

Ahh, we say, right! The period means nothing as an individual. Only the whole sentence/paragraph/post/blog (whatever holistic level you wish to use) has meaning. And so we merge the period into the whole, and again we see that it becomes meaningless (it also raises hell with spell check and word wrap):

Considertheperiod(punctuationmark)attheendofthessentence.Imadeitbigandsuppliedanarrowsothatyouwouldnoticeit;otherwise,youmightnot.wecanaddressthisperiodasadiscreteelementofpunctuation,asubsetofgrammar,itselfasubsetofsemantics.ithasaname,period,whichgivesitauniqueidentity.ithasadefinition,arole,averifiableexistence.clearlyaperiodhasscientificmeaningasanentityalluntoitself.itisanindividual.


Obviously, reduction of the period into either scientific objectivism or holistic subjectivism (or any other duality you choose) destroys the meaning of the period. We must see the period as both itself and as a part of the whole. Both these simple views are at times expedient and even enlightening, yet if they become the only approach to the period, then we lose the meaning. In Morin's terms, we lose the complex reality of even something so relatively un-complex (I won't say simple) as a punctuation mark. According to Morin, individuals must have a complex autonomy based on dependence rather than freedom. We must see that the period emerges from the ecosystem of language. Though it draws its energy and structure from printed language as a whole, it must maintain its integrity as a period. It cannot droop into a , or rise into an i. The individual and the whole have a recursive reciprocity that defines them both. The period defines the paragraph, which defines the period, which defines the paragraph, and so on, back and forth.


Brains are like this. They are composed of neurons, all of which must remain individually unique, and yet all of which must be organized into a functioning brain. By itself, a neuron is almost as meaningless as a period, though not as un-complex. And if enough neurons join together into enough brain, then mind or consciousness emerges out of the interplay between micro and macro. This is where the magic happens, and as of yet, we do not have the language that captures this complexity. Still, reducing mind either to the interplay of discrete neurons in the brain or to some cosmic consciousness or Soul misses the complex, concrete reality of mind.


So what does all this have to do with personal learning environment? I'm so glad you asked. I was beginning to think I'd never get there.


Learning as simply a personal activity or as simply a group activity misses the complex reality of learning. Though it can be helpful to look at either the individual or the group, learning is the interplay of the individual with her environment. The individual learns from the environment, and the environment learns from the individual. In the interplay, they shape and reshape each other, learn and relearn from each other, teach and reteach each other.


Thus, as personal learning environment suggests, learning is framed by personal and environment and cannot exist without both. Another way to interpret this phrase is that learning is one of those activities that joins the individual to his environment. Or perhaps a better way to say this is that learning describes a particular kind of interplay, a particular dance, between the individual and the environment. And if that isn't complex enough, then imagine that all six and a half billion humans are all engaged in a similar dance—each with her own nuance, steps, rhythms, intensities, or determinations, magnitudes, and dimensions—world without end, one hell of a whopper rhizome.


The problem, of course, is that we don't have much language yet to talk intelligently about this kind of complexity. Our notions of critical thinking (interpretation, analysis, evaluation, inference, explanation, self-regulation, and so on) are all pretty much individual mental exercises aimed at reducing complexity to simple clarity. We need new ways to examine and think about complex, rhizomatic structures. Morin mentions three ways to think, or principles, that help us approach the complex: a dialogic principle (dia-logic), the principle of organizational recursion, and the holographic principle (by which I think he means what I would call fractal). Deleuze and Guattari mention cartography and decalcomania. I was pleased in our Elluminate session yesterday (Wed, 2010 Oct 06) when George Siemens spoke about mapping learning and knowledge to real life and listed resonance, synchronicity, wayfinding, amplification, and learning/knowledge symmetry aspects of connectivist learning. I don't know if he intends them as critical (or perhaps higher order) thinking skills, but they resonate with me that way. Recognizing and engaging pockets of resonance in an environment seems to be a critical thinking skill needed for mapping the rhizome.


Anyway, I think Cormier would do well to reconsider and find another way to read personal learning environments.