practical ideas for rhizomatic learning

another blog with practical solutions on rhzomatic teaching, do you like the ideas?

some rules for writing and learning. Could be practical guide for rhizomatic teacing.

What is your opinion on this short & clear text on rhizomatic learning?

"Keith Hamon'" decalcomania is a process for transferring a pattern from one thing to another, and it describes quite accurately how we create meaning in our minds. In decalcomania, a surface with a potent image or medium is pressed against another surface. After the two surfaces are separated, self-similar images reside on both surfaces

Introductionabout cheating, but the sources of images are not in the page, is that cheating? Rules and rules, all about assessment, not about learning?

So i'm basically trying to give people something they can work with… a strategy rather than content… that can get them 'in the know' so that they can participate in the community effectively.

about independence and self-responsibility.

Chrissi would love comments on this blogpost.

a way to view the rhizome of rhizomatic learning, type your word and see it grow

The question is whether we have any way of breaking this circle of neoliberal encroachment into higher education where politicians (and many academics) pay lip service to inclusion and widening access and equal opportunities, while at the same time cutting funding and pushing the cost to end users.

This is a very short description of D.M.s intentions with 'cheating' Ethics and cheating are connected, you should not keep them apart.

About teaching and learning to be rather than learning to know. You could open this link and highlight annotate this paper with us. You need to download a little app for that: see https://www.diigo.com/tools

to annotate and highlight.

the expert is the power. No resistance is tolerated, because who knows better than the expert? But curriculum is not only made by experts, pressure groups do influence curriculum, hypes and politics do either. Here is the reason for cheating.

Why do some many people want to study education?

about thinking in educational research and theorizing.

Like the old flap over board this are some results of the discussions with more than 40 persons in the life event over 16-17 januari

the slides are note of the discussion groups in this weeks life party of Rhizo14. Some good ideas and point in them.

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Who does make a list of different kinds of cheating?
A nice overview to enhance the discussion.
with categories

In reading Deleuze one thougnt struck me. To make a list with categories is not a rhizomatic way of learning. In a cheating student intent and accident, economic and other causes could be present at the same time and in the same situation. Causes and influences must be looked as rhizomatic?

Rhizomatic research cultures The current research climate in Australian universities is one in which projects are increasingly conceived as multidisciplinary, interdisciplinary, transdisciplinary, extradisciplinary, even 'wicked' (Brown, Harris & Russell 2010). A recent lead article in Campus Review (Bennett 2012) takes this as a critical shift in the academy that urgently requires attention. One effect of this increasingly interdisciplinary focus is that the traditional boundaries between disciplines seem to be blurring. Within this, the people working on these projects are also increasingly diverse, coming together from non‐traditional pathways, from different disciplinary backgrounds, and from different cultural and linguistic backgrounds, so that distinctions between local and global also seem to be blurring. One way to understand these conditions might be through the rhizomatic knowledge structures described by Deleuze & Guattari (Deleuze & Guattari 1988): perhaps it would be useful to think about this research climate as a kind of rhizomatic academic network that is characterised by connection, heterogeneity and multiplicity.

about research culture

If the question concerning where technologies come from must be understood within a political context, how are we then to understand the agency of technology? Should it be approached from a deterministic point of view or are we, since it's a question about political processes, still in control?

it is about rhizomatic education,