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Rhizomatic Education: Community as Curriculum - Journal of online education

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Rhizomatic Education: Community as Curriculum - Journal of online education
Description

The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. 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.

Original URL
http://www.innovateonline.info/index.php?view=article&id=550&action=article

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    • Giorgio Bertini Giorgio Bertini
      15 months ago


      "n a sense, the rhizomatic viewpoint returns the concept of knowledge to its earliest roots. Suggesting that a distributed negotiation of knowledge can allow a community of people to legitimize the work they are doing among themselves and for each member of the group, the rhizomatic model dispenses with the need for external validation of knowledge, either by an expert or by a constructed curriculum. 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.

      Indeed, the members themselves will connect the node to the larger network. Most people are members of several communities—acting as core members in some, carrying more weight and engaging more extensively in the discussion, while offering more casual contributions in others, reaping knowledge from more involved members (Cormier 2007). This is the new reality. Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement. Through involvement in multiple communities where new information is being assimilated and tested, educators can begin to apprehend the moving target that is knowledge in the modern learning environment."
      Conscious Awareness, Sustainable Development, Social Networking - Trends and Technologies, Storytelling, Lifelong Learning, Learning Spaces, Interactions, Learning, Educational Collaborative Networks, Ch...Ch...Ch Changes, Autodidact - (The lifelong path of self-education), Powerful Conversations, Thinking About Learning, Complexity, Networks and Self Organization, Knowledge, Collective Intelligence, Enterprise 2.0 & Enterprise 3.0, The Wisdom of Crowds, Interest Networking, Social Networking Software and Services, Cool, Health and Medicine, Tacit Knowledge, Courseware Development, Relational-Cultural Theory, Communities of Practice/Social Networking, Social Media, , Organisational change
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