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Aprendizaje rizomático

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Key Pedagogic Thinkers - Dave Cormier. Introduction/Background Who is Dave?

Key Pedagogic Thinkers - Dave Cormier

Dave Cormier of the University of Prince Edward Island in Canada is renowned for coining the term MOOC (Massive Open Online Course) and for developing the notion of rhizomatic learning. In January 2014, he facilitated a MOOC entitled 'Rhizomatic learning: the community is the curriculum' (popularly known as #rhizo14 – the hashtag used on Twitter and Facebook for it), in which we (Maha and Sarah) were participants. How was this interview conducted? Key Pedagogic Thinkers - Dave Cormier. Curated Bibliography of Texts about Rhizomatc Learning and Leadership. ETMOOC. The following is a list of archived Blackboard Collaborate sessions.

Connceted Learning. Introduction to rhizomatic learning – joseluisserrano

Click on the title of the session to view the recording.

ETMOOC

Sessions are listed in Eastern Time. Topic 0: Welcome & Orientation to #etmooc: T0S1 - Welcome & Orientation w/ Alec Couros (Jan 14, 7pm)T0S1 - Welcome & Orientation REPEAT w/ Alec Couros (Jan 15, 1pm) – *** fast-forward this session to 46:21 – someone hit the record button early.T0S2 - Introduction to Twitter w/ Michelle Franz (Jan 16, 1pm)T0S3 - Introduction to Social Curation w/ Jeffery Heil (Jan 17, 12pm)T0S4 – Introduction to Blogging w/ Sue Waters (Jan 17, 7pm) – see supporting materials here. BYOD4L - Our Magical Open Box to Enhance Individuals' Learning Ecologies. Pedagogic Approaches to Using Technology for Learning. Universidad de Murcia. Curriculum theory and practice. Curriculum theory and practice.The organization of schooling and further education has long been associated with the idea of a curriculum.

Curriculum theory and practice

But what actually is curriculum, and how might it be conceptualized? We explore curriculum theory and practice and its relation to informal education. Contents: introduction · curriculum as transmission · curriculum as product · curriculum as process · curriculum as praxis · curriculum and context · curriculum and informal education · further reading · links · how to cite this article The idea of curriculum is hardly new – but the way we understand and theorize it has altered over the years – and there remains considerable dispute as to meaning. It has its origins in the running/chariot tracks of Greece. Learning is planned and guided. The definition refers to schooling.

In what follows we are going to look at four ways of approaching curriculum theory and practice: 1. Educational Philosophy and Theory - Volume 36, Issue 3 - July 2004. Change11. COOLCast - w/ Dave Cormier on 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. Rhizomatic learning - Why do we teach?

Change MOOC Discussion 11/9/11. Peer Learning Handbook. Bringing a mashup of learning theories to bear on online learning. Comunidades de práctica. Communities of Practice:A Literature Review. Mycorrhizal networks and learning. After reading Brian’s post about mycorrhizal networks I went digging around through some older papers and found this, an exploratory piece by my doc student Erin Brewer circa 2003.

Mycorrhizal networks and learning

(Erin was my co-author on the Online Self-Organizing Social Systems paper.) As we examined biological models (like self-organization) to explain what we saw happening in informal online learning communities, mycorrhizal networks caught our attention. I’d forgotten about the topic until recent discussions in the ed tech blogosphere brought it back to memory… Symbiosis and Learning Communities Individuals, groups, and communities all form symbiotic relationships for a wide variety of reasons but the underlying impetus is resource sharing. First, I will provide a general overview of the traditional taxonomy of symbiosis. P2PU Talks: Dave Cormier on How to Build Learning Communities. Heutagogía. Learning Is Non-Linear. Why Not Curriculum? Learning Is Non-Linear.

Learning Is Non-Linear. Why Not Curriculum?

Why Not Curriculum? By Stewart Hase, Heutagogy of Community Practice Before talking about linear learning, I need to firstly point out, for the uninitiated that one of the issues raised by heutagogy is that dictionary and psychological definitions of learning are a little out of date. More recent neuroscience evidence has led me to think that learning can be thought of in at least two levels. Help yourself. Learning pathways. Advancing the Theory and Practice of Self-Determined Learning. Notas-G.Drive. Rhizomatic Learning. Rhizo14. Doing this course I've put together a blog post to give you a sense of 'where' the course is happening and what you might like to do as part of it.

Rhizo14

READ THIS FIRST = Your unguided tour of Rhizo14 Why might this course be for you? Rhizo14 – The MOOC that community built. Making Sense of the Rhizome Metaphor for Teaching and Learning. This is the second post in a series of four about a presentation Frances Bell and Jenny Mackness will make at the ALTMOOCSIG on Friday 29th June this week.

Making Sense of the Rhizome Metaphor for Teaching and Learning

One of the reasons for these posts is that it is going to be impossible to cover all this in the time we have available at the conference. For the first post see – The Rhizome as a Metaphor for Learning In this post we outline how we will continue our presentation, by sharing what we understand by the rhizome metaphor, a description of the #Rhizo14 course, and an explanation of how we are conducting our research. 1. ‘MOOCs – Which Way Now?’ programme for June 27th. This page contains joining instructions, contact details, programme, abstracts for ‘MOOCs – Which Way Now?’

‘MOOCs – Which Way Now?’ programme for June 27th

, a one-day conference convened by the Association for Learning Technology’s Special Interest Group on MOOCs. Getting there and joining instructions Please note that you need to register via ALT to attend this free event. From 09.15 on Friday 27th June, please come to the Roberts Building, University College London, Torrington Place, London, WC1E 7JE. The Roberts Building is part of the Faculty of Engineering – see picture and map of the building. Echo360. Q&A with @jpduob (Journal of Pedagogic Development) on #rhizo14 and rhizomatic learning. Etmooc: Rhizomatic learning in philosophy courses. I recently watched Dave Cormier‘s “Intro to rhizomatic learning” presentation as part of my participation in etmooc.

etmooc: Rhizomatic learning in philosophy courses

Here, I’ll explain what rhizomatic learning is as briefly as I can, discuss what it might look like in a university level philosophy course, and ask a few questions. In the next post I explore a possible critique that I’ve been mulling over. I’m not just assuming here that rhizomatic learning is a good thing (though obviously I find it interesting enough to write about), but rather just at this point examining the idea to help me better work to evaluate it. Rhizomatic Learning – A Pedagogy of Risk. February 16, 2014 by jennymackness. Questions about rhizomatic learning.

This is an open letter to Keith Hamon. 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’. Communications & Society.

Week 1: Cheating as Learning. Rhizomatic Education : Community as Curriculum. Below is my paper as it appears in Innovate – Journal of Online Education. 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 Information is the foundation of knowledge. Making the community the curriculum. Emergent learning and learning ecologies in Web 2.0. Abstract This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve. Formative assessment in the connected classroom. Grading contracts. The Journal of Educational Research, Vol. 64, No. 7 (Mar., 1971), pp. 311-314.

NOT READY TO LET GO: A STUDY OF RESISTANCE TO GRADING CONTRACTS. Home » NOT READY TO LET GO: A STUDY OF RESISTANCE TO GRADING CONTRACTS Spidell, Cathy; Thelin, William H. April 2006 Composition Studies;Spring2006, Vol. 34 Issue 1, p35 Academic Journal Article. Contract Grading (Wikipedia) Contract Grading., 1980-Nov. Student Reaction to Contract Grading., 1990-Nov-2.

Alternatives to traditional grading. Contract Learning. Joseph R. Codde, Ph.D., Professor Copyright ©1996, 2006 Joseph R. Codde, Ph.D. All rights reserved. Negotiating authority by designing individualized grading contracts. Syllabus/learner contract 2014. Contract Grading + Peer Review: Here's How it Works. For those interested in the mechanics of this version of contract grading + peer review, here's a first pass at a contract for A, B, C, D, and F grades in my "Twenty-First Century Literacies" class. Abundancia. A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. Rhizomatic Learning: una manera de aprender en la abundancia #rhizo14. Making the community the curriculum es el título de un “libro” de Dave Cormier. 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. - Trata de olvidar lo que sabe de educación tradicional. Seguimos… A Pedagogy of Abundance : The Digital Scholar: How Technology Is Transforming Scholarly Practice. Aprendiz independiente. Independent Learning in Higher Education. The Concept ofMedia Education Revisited:From a Classificatory Analysis toa Rhizomatic Overview. Community as Curriculum and Open Learning. ED366 – Educational Technology and The Adult Learner. Lancaster University Management School.