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Now, this is more like it!  I do buy into the notion of rhizomatic learning.  Compared to connectivist learning I certainly buy into this metaphor.  We might consider the rhizome metaphor to indicate little more than a 'web', a series of connections. But what is in evidence here is a fairly thorough theory of learning, and for me that is something lacking in connectivism.  Cormier is convincing in his examination and explanation of complex learning.  This complexity is then the driver behind the need for access to networks, distributed knowledge, expertise, etc.  I like that model.

How does it differ to the typical Higher Education course?  Well it would be tempting to say that a course designed around such a learning theory would be far less structured.  That is probably goig to be the case but actually I feel that there would probably need to be more thought put into it than goes into the typical content-heavy curriculum.

As for issues, the biggest for me would be to get students to engage in the process.  One reason that I like the sound of rhizomatic learning is that I have used some problem based learning and I see this model fitting well with pbl.  The challenge there tends to be to design a course structure that manages student experience and expectations.  The notion of 'managing' the student experience and expectations might seem at odds with the learning theory but I don't think so.  Students are so used to 'chalk and talk' that they do need to be weened away from it before they can be productive.  Some training in the process of engagement is therefore needed.