This invokes the metaphor of a rhizome, a plant stem which sends out roots and shoots that allow the plant to propagate itself through organic growth into the surrounding habitat. Seen as a model for the construction of knowledge, rhizomatic processes suggest the interconnectedness of ideas as well as boundless exploration across many fronts from different starting points. For the educator, supporting rhizomatic learning requires the creation of a context within which the curriculum and knowledge are constructed by members of a learning community and which can be reshaped in a dynamic manner in response to environmental conditions. The learning experience may build on social, conversational processes, as well as personal knowledge creation, linked into unbounded personal learning networks that merge formal and informal media.
Themes
Comments
- Tony Hirst on Publisher led mini-courses
- admin on Seamless learning
- Nataly on Seamless learning
- George on MOOCs
- Muvaffak GOZAYDIN on MOOCs
Admin
Pingback: Innovating Pedagogy 2012 « Designed for learning
A powerful concept, though from a technical perspective it’ll need to get over what I see as the biggest obstacle to practically all technology enhanced learning – that students across multiple levels of education are so often denied agency within digital environments. Knowledge can only be constructed by members of the learning community if they are actually allowed to contribute by the technical (and potentially academic) gatekeepers.
Pingback: Un nuevo reporte sobre innovaciones pedagógicas gracias a la tecnología | Interconectados