- The rhizomatic learning theory seems to share the sense of learning residing outside of knowledge that connectivism has.
- Cormier talks about community as curriculum which seems to echo communities of practice.
- He states “there doesn’t need to be an outside source of knowledge”. This is interesting and challenging, we certainly haven’t adopted this maxim on this course! I also wonder to what extent this is truly possible, for example if I was engaged in a discussion with a group about how we learn and I offered my opinions, these would be influenced by my own beliefs rooted in the work of constructivism and the work of Paolo Freire, so to what extent would ‘my’ ideas be moy own and not a product of outside knowledge?
- He couches rhizomatic learning as networked learning in an organic untidy way. Certainly this untidiness appeals at an emotional level, after all who describes their leaning as tidy?
- To the question of imagining Rhizomatic learning, yes I can imagine it given the right context and learners. BUT I would say that Rhizomatic learning is fundamentally democratic and a product of a democratic learning environment. Here in the Middle East this would not be possible, students do not work in this type of environment and lack the skills needed to do so. Here especially in the Gulf region change is a dangerous word.
- He also talks about making the curriculm as you do along. In English language learning many of us have been advocating this for years (notably Scott Thornbury and Luke Meddings in their DOGM theory), but we know that currently the institutional world of education is not ready for this, it is in fact as Siemens suggests about power and control.
Week 11 Activity 20
- The rhizomatic learning theory seems to share the sense of learning residing outside of knowledge that connectivism has.
- Cormier talks about community as curriculum which seems to echo communities of practice.
- He states “there doesn’t need to be an outside source of knowledge”. This is interesting and challenging, we certainly haven’t adopted this maxim on this course! I also wonder to what extent this is truly possible, for example if I was engaged in a discussion with a group about how we learn and I offered my opinions, these would be influenced by my own beliefs rooted in the work of constructivism and the work of Paolo Freire, so to what extent would ‘my’ ideas be moy own and not a product of outside knowledge?
- He couches rhizomatic learning as networked learning in an organic untidy way. Certainly this untidiness appeals at an emotional level, after all who describes their leaning as tidy?
- To the question of imagining Rhizomatic learning, yes I can imagine it given the right context and learners. BUT I would say that Rhizomatic learning is fundamentally democratic and a product of a democratic learning environment. Here in the Middle East this would not be possible, students do not work in this type of environment and lack the skills needed to do so. Here especially in the Gulf region change is a dangerous word.
- He also talks about making the curriculm as you do along. In English language learning many of us have been advocating this for years (notably Scott Thornbury and Luke Meddings in their DOGM theory), but we know that currently the institutional world of education is not ready for this, it is in fact as Siemens suggests about power and control.