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Saved by 13 people (0 private), first by anonymouse user on 2008-06-03


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The ephemeral nature of the Web and the rate at which cutting-edge knowledge about it and on it becomes obsolete disrupts the painstaking process by which knowledge has traditionally been codified. Traditional curricular domains are based on long-accepted knowledge, and the "experts" in those domains are easily identified by comparing their assertions with the canon of accepted thought

Highlighted by gminks

on 2008-09-17 by gminks

Oh this is so true.

In the rhizomatic view, knowledge can only be negotiated, and the contextual, collaborative learning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises.

Highlighted by gminks

on 2008-09-17 by gminks

Just marking the definition of the rhizomatic view of knowledge

as Horton and Freire (1990) argue, "If the act of knowing has historicity, then today’s knowledge about something is not necessarily the same tomorrow. Knowledge is changed to the extent that reality also moves and changes. . . . It’s not something stabilized, immobilized"

Highlighted by easegill

social learning practices are allowing for a more discursive rhizomatic approach to knowledge discovery. Social learning is the practice of working in groups, not only to explore an established canon but also to negotiate what qualifies as knowledge.

Highlighted by gminks

on 2008-09-17 by gminks

This is true in the field in which I work...

The traditional method of expert translation of information to knowledge requires time: time for expertise to be brought to bear on new information, time for peer review and validation. In the current climate, however, that delay could make the knowledge itself outdated by the time it is verified (Evans and Hayes 2005; Meile 2005). In a field like educational technology, traditional research methods combined with a standard funding and publication cycle might cause a knowledge delay of several years.

Highlighted by easegill

The Rhizomatic Model of Education

In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions

Highlighted by hennis

In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions

Highlighted by hennis

In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions:

Highlighted by jeddco

his community acts as the curriculum,

Highlighted by gminks

on 2008-09-17 by gminks

This is great - but does there need to be a base level of knowledge before one can participate in the communitiy? I'm thinking from a technical training point of view - wouldn't experts expect to interact with other experts and not "noobs"?

construct

Highlighted by gminks

on 2008-09-17 by gminks

I thought connectivists didn't construct?

Alec Couros’s graduate-level course in educational technology offered at the University of Regina provides an ideal example of the role social learning and negotiation can play in learning (Exhibit 3). Students in Couros’s class worked from a curriculum created through their own negotiations of knowledge and formed their own personally mapped networks, thereby contributing to the rhizomatic structure in their field of study. This kind of collaborative, rhizomatic learning experience clearly represents an ideal that is difficult to replicate in all environments, but it does highlight the productive possibilities of the rhizome model (Exhibit 4).

Highlighted by easegill