Personal Blogs

Review and Analysis of Video from:

Embracing Uncertainty – Rhizomatic Learning in Formal Education (2012).

https://www.youtube.com/watch?v=VJIWyiLyBpQ

Rhizomatic Learning - the motivators/drivers

1. Best teaching prepares people for dealing with uncertainty
2. The community can be the curriculum – learning when there is no answer
3. The rhizome is a model for learning for uncertainty
4. Rhizomatic learning works in the complex domain
5. Need to make students responsible for their own learning (and the learning of others)

What is meant by Rhizomatic – special kind of network; No Specific Connections; No Beginning/No End; No neat network

1. They can map in any direction from any starting point
2. They grow and spread via experimentation
3. They grow and spread regardless of breaks

Measuring can be useful to show reproducing knowledge but we need to focus our measurements on a learners’ effort, engagement and connection and measure their own learning journey. 

If we make the community the curriculum, membership becomes how we scale.

1. Were you convinced by rhizomatic learning as an approach?

Yes on the whole I was.  I liked the examples provided for the science field where even in this sector where there are more definative facts, the model allows for connections that better equips students to meet the uncertainty of certain aspects of the future and not rely on simply replicating facts

2. Could you imagine implementing rhizomatic learning?

For my own delivery much of it depends on the qualification.  For example, end of 2013 I was able to design my own course that had no formal accreditation so due to this I was able to design a model that offers more opportunity to use this type of learning.  Compare this to specific QCF qualifications where there are learning outcomes that are measured in test formats.  For these I have tried previously approaching a broader learning experience which resulted in lower achievement levels and when I returned the model to teaching closer to the syllabus the achievement rate went up significantly again.  The learners are on the course as they need the qualification and this is their main motivation. 

This is something I battle with constantly where we are measured on success and this makes or breaks future delivery (i.e. if for only 1 year contract year we fall below Minimum Levels of Achievement of say 65% we immediately lose the contract to deliver the next year.  These types of targets act as a driver to colleges to focus on achievement (especially SMT and Ofsted Inspections) and mainly focused on the quantitative measures rather than individual learning experiences and qualitative measures.

3. How might rhizomatic learning differ from current approaches?

It seems to be similar to Connectivism but with even less structure and more emphasis on evolving and adapting to the community.  It also has the unique feature of being able to be one large community but with pockets of research and learning developing, creating, dissolving, reforming to meet the current learning need.  No beginning and no end.

4. What issues would arise in implementing rhizomatic learning?

Measurements – this for me is the biggest question.  I love the concept but I find it hard to apply completely to a Further Education or Work Based Learning Model.  Instead I could see aspects of it applied within the delivery to allow for the curriculum to evolve and be driven by the community where able to.  Until the sector relies less on specific measurements the model will only have a limited application with the hope that MOOCs can show evidence of the success to impact on FE and WBL delivery in the future.

References:

Embracing Uncertainty – Rhizomatic Learning in Formal Education (2012).

https://www.youtube.com/watch?v=VJIWyiLyBpQ