Key Pedagogic Thinkers - Dave Cormier. Introduction/Background Who is Dave? 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? Since Dave lives in Canada, Maha lives in Egypt, and Sarah lives in Scotland, this was not a traditional interview. Maha conducted this interview with Dave rhizomatically (see below for explanation of rhizomatic), starting on Google docs, Facebook and Twitter.
What is Rhizomatic Learning? Dave Cormier is reluctant to define rhizomatic learning in a concise format. We used several of Dave's blogposts, as well as the writings of some of the participants in #rhizo14 to clarify the concept for JPD readers. 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. Click on the title of the session to view the recording. 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.
Topic 1: Connected Learning (Tools, Processes & Pedagogy) Topic 2: Digital Storytelling (Multimedia, Remix & Mashups) Topic 3: Digital Literacy (Information, Memes & Attention) Topic 4: The Open Movement (Open Access, OERs & the Future of Ed.) Topic 5: Digital Citizenship (Identity, Footprint & Social Activism) 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. 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. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. Learning is planned and guided. The definition refers to schooling. 1. Curriculum as a syllabus to be transmitted Curriculum as product 1. 2. 3. 4. Conclusion. 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. 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. A rhizome has no beginning or end… like the learning process. I wrote my first article on the topic ‘rhizomatic education: community as curriculum’ in an article I wrote in 2008. 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.
Sounds a bit like networked learning…? Rhizomatic learning - Why do we teach? Change MOOC Discussion 11/9/11. Peer Learning Handbook | Peeragogy.org. 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. (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.
Whether the resource is food, information, or support, individuals come together to share resources (Ribbands, 1953). First, I will provide a general overview of the traditional taxonomy of symbiosis. An Overview of Symbiosis Parasitism Commensalism Mutualism Therefore: Mycorrhizae. P2PU Talks: Dave Cormier on How to Build Learning Communities. Heutagogía. Learning Is Non-Linear. Why Not Curriculum? Learning Is Non-Linear. 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. There are probably more but two will suffice for now. On the one hand is the acquisition of knowledge and skills or what are better known as competencies.
This deeper learning means that the learner is now seeing the world in a new light and has a whole set of new questions to ask based on this learning. Humans have a habit of thinking in a linear fashion. While we like to think in a linear fashion, this is not actually how we learn in situ. Most curricula found in education systems or training programs are designed in a linear fashion. Yes, that’s right! Help yourself. Learning pathways. Heutagogy Community of Practice | 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. READ THIS FIRST = Your unguided tour of Rhizo14 Why might this course be for you? Rhizomatic learning is a story of how we can learn in a world of abundance – abundance of perspective, of information and of connection.
A paper/location based learning model forces us to make decisions, in advance, about what it is important for students to learn. What happens if we let that go? Opening blog posts thoughts Slightly more complex intro Rhizomatic Learning posits, among other things, that the community is the curriculum. Course starts January 14th. tweet at #rhizo14. 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.
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.
Making sense of the metaphor Source of image: Mark Ingham. . - Definition of a rhizome in botanical terms The rhizome in botanical terms is an underground stem, which grows horizontally along or more commonly under the ground and sends out roots and shoots. . - The rhizome as a metaphor Many Rhizo14 participants valued the metaphor of the rhizome for teaching and learning. 2. . - Rhizo 14 was a cMOOC 3. ‘MOOCs – Which Way Now?’ programme for June 27th | ALT MOOC SIG. This page contains joining instructions, contact details, programme, abstracts for ‘MOOCs – Which Way Now?’ , 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. Find out about getting to UCL by public transport. Join in on Twitter with the #altmoocsig hashtag and see our ALT page for signposts to other online meeting places. We will record the sessions (assuming consent) and may be able to webcast – details in due course. Any questions? Programme Abstracts Which problems could MOOCs solve, and how?
Diana Laurillard (London Knowledge Lab and Institute of Education) | Back to the programme | References. 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. 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. What is “rhizomatic learning”? (according to Cormier) I expect there are numerous views on what rhizomatic learning (or rhizomatic education) are, so I’ll just stick to Cormier’s view here for the sake of clarity. Cormier then introduced the idea of the rhizome, and rhizomatic learning, as “a model for learning for uncertainty.” “Iris Rhizomes,” by Rhian vK, from Flickr (links below) Rhizomatic learning in philosophy. 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?”
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.
This is a space of potential risk. 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. So what are the risks? 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’. 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.
‘Nomadism is a way of being. 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 | Williams. 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.
It then examines specific cases of learning to test and further develop the analytic framework. Keywords open learning, networked learning, complexity, emergence. 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 Discusses a research about the reluctance of some students at the University of Akron in Ohio to accept the implementation of a grading contract as replacement for the grading system for composition courses.
Views of educators Peter Elbow and Ira Shor on grading contract; Concern of some students on their class standing under the grading contract; Impact of a conventional grading system on students, according to Elbow. Related Articles Avoiding the Black Dot: Toward a Model of Fair Grading for Collaborative Writing. Share More Sharing ServicesMore Read the Article Courtesy of your local library Public Libraries Near You (See All) Looking for a Different Library? Enter a library name or part of a name, city, state, or province.
Or enter your postal code and country to search by location: (optional) Other Topics. Contract Grading (Wikipedia) Contract Grading., 1980-Nov. Student Reaction to Contract Grading., 1990-Nov-2. Alternatives to traditional grading. Contract Learning. Negotiating authority by designing individualized grading contracts | Nathan Brubaker. Syllabus/learner contract 2014. Contract Grading + Peer Review: Here's How it Works. Abundancia. A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop. Rhizomatic Learning: una manera de aprender en la abundancia #rhizo14 | José Luis Serrano. 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 | Dave Cormier's class. Aims & Philosophy | Lancaster University Management School.