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Aprendizaje Rizomático

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Aprendizaje Rizomatico - Innovating Pedagogy. El conocimiento construido por autoconscientes comunidades para adaptarse a las condiciones ambientales Impacto: no está seguro, podría ser alta Tiempo de realización: Largos (4 + años) Aprendizaje rizomático invoca la metáfora biológica de un rizoma, donde el tallo de una planta echa raíces y brotes, cada una de las cuales pueden convertirse en una nueva planta.

Aprendizaje Rizomatico - Innovating Pedagogy

Rizomas resistir estructura organizativa y no tienen principio ni fin distinto, crecen y se propagan en un "nómada" de la moda, las únicas restricciones al crecimiento siendo los que existen en el hábitat circundante. Visto como un modelo para la construcción del conocimiento, los procesos rizomáticos alusión a la interconexión de ideas, así como la exploración sin límites a través de varios frentes desde diferentes puntos de partida. Una ventaja de un enfoque rizomática es que es más "nativo red" que muchos otros conceptos pedagógicos. Recursos. Rhizomatic Learning: una manera de aprender en la abundancia #rhizo14. Making the community the curriculum es el título de un “libro” de Dave Cormier.

Rhizomatic Learning: una manera de aprender en la abundancia #rhizo14

Llegó a mí en agosto y gracias a la recomendación de una gran amiga, entonces me propuse el reto de tratar de entender que era eso del aprendizaje rizomático (rhizomatic learning en inglés), cosa que por cierto me costó bastante :-). A continuación comparto algunos materiales y espacios colaborativos interesantes de lo que yo hasta la fecha he podido encontrar. El propio Cormier trata de explicarlo en 300 palabras en un post de su blog. El autor lo define como una historia de cómo podemos aprender en un mundo de abundancia -de la perspectiva, la información y de la conexión-. Es un modelo de aprendizaje en el que el aprendiz no sabe de entrada lo que va a terminar aprendiendo, debe ir tomando decisiones sobre lo que quiere aprender según sus necesidades y según su contexto.

. - No hay objetivos, que cada cual se marque los suyos. Rhizomatic Education : Community as Curriculum. Below is my paper as it appears in Innovate – Journal of Online Education.

Rhizomatic Education : Community as Curriculum

Many, many thanks to the fine folks there for all their help. Note: this journal has since gone ‘out of print’. the originals are still available at archive.org but i have adjusted the links here so that they continue to work. The truths of which the masses now approve are the very truths that the fighters at the outposts held to in the days of our grandfathers. We fighters at the outposts nowadays no longer approve of them; and I do not believe there is any other well-ascertained truth except this, that no community can live a healthy life if it is nourished only on such old marrowless truths.

—Henrik Ibsen, An Enemy of the People (1882/2000, IV.i) Knowledge as negotiation is not an entirely new concept in educational circles; social contructivist and connectivist pedagogies, for instance, are centered on the process of negotiation as a learning process. On Knowledge. Rhizomatic Learning – A Pedagogy of Risk. February 16, 2014 by jennymackness (Source of image: On Twitter Nick Kearney asked “Are we reaching an understanding of what ‘rhizomatic’ praxis might involve?”

Rhizomatic Learning – A Pedagogy of Risk

I’m not sure. I think we probably still need a clearer view of what happens or can happen, in terms of learning, in the open space for learning that will be created by taking a rhizomatic approach. An open learning environment of the type we have experienced in #rhizo14 (Dave Cormier’s open online course on rhizomatic learning), is associated with ambiguity and uncertainty and puts learners in a liminal space – an in-between-space – between mastery and troublesome knowledge. In #rhizo14 the creation of open space has been an integral part of the course design. Some #rhizo14 participants have given a lot of thought to what it means to learn in open spaces. Mention of safety in relation to online space raises for me the link between space and risk.

So what are the risks? Questions about rhizomatic learning. This is an open letter to Keith Hamon.

Questions about rhizomatic learning

Since it is open anyone is welcome to respond, but the thoughts here have been prompted by contact with Keith. (For source of image – see References) Hi Keith – I have been thinking about your invitation to discuss some of the ideas around rhizomatic learning with you further. I am still finding it difficult to get my head round it – but maybe that’s because I haven’t read enough of ‘A Thousand Plateaus’. On one level it all seems so obvious learners need to have autonomy to make their own choices about which paths to follow,life is full of uncertainty and will be more so as the pace of change and information overload increases,there is so much information out there at the moment that there is no point in re-inventing the wheel – we need to share, aggregate, remix, repurpose and share againthe shelf-life of knowledge is ever diminishing; there is an increased urgency to be ever critical and questioning of what we know.

Rhizomatic Learning. Rhizomatic Learning – Why we teach? It’s my week at #change11.

Rhizomatic Learning – Why we teach?

My topic? Rhizomatic Learning. Rhizomatic learning is a way of thinking about learning based on ideas described by Gilles Deleuze and Felix Guattari in a thousand plateaus. A rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads. It is an image used by D&G to describe the way that ideas are multiple, interconnected and self-relicating. I’ve been talking about rhizomes and learning for about five years now. Why do we teach? Why do we teach? What does successful learning look like? The rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight.