Rhizomatic Education: Community as Curriculum | A JISC U&I Stream funded project - 0 views
magazine.openhabitat.org/...education-community-curriculum
rhizomatic Dave Cormier rhizome connectivism constructivism Deleuze and Guattari
shared by Keith Hamon on 19 Jan 11
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Neither of these theories, however, is sufficient to represent the nature of learning in the online world. There is an assumption in both theories that the learning process should happen organically but that knowledge, or what is to be learned, is still something independently verifiable with a definitive beginning and end goal determined by curriculum.
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Keith Hamon on 19 Jan 11The problem here is with the reliance upon an independent, external authority to validate new knowledge, or in the language of D&G: "The point is that a rhizome or multiplicity never allows itself to be overcoded, never has available a supplementary dimension over and above its number of lines, that is, over and above the mulitiplicity of numbers attached to those lines" (ATP, 9).
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The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
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The combination of these origins suggests a relationship of knowledge, power, and agency that is grounded in both the social and the political spheres. Knowledge represents “positions from which people make sense of their worlds and their place in them, and from which they construct their concepts of agency, the possible, and their own capacities to do” (Stewart 2002, 20).
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What is needed is a model of knowledge acquisition that accounts for socially constructed, negotiated knowledge. In such a model, the community is not the path to understanding or accessing the curriculum; rather, the community is the curriculum.
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The role of the instructor in all of this is to provide an introduction to an existing professional community in which students may participate—to offer not just a window, but an entry point into an existing learning community.
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Knowledge can again be judged by the old standards of "I can" and "I recognize." If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network.