Innovate: Rhizomatic Education: Community as Curriculum
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Saved by 6 people (0 private), first by anonymouse user on 2008-06-03
- Anciana on 2008-09-16 - Tags ccko8
- Bnleez on 2008-09-07 - Tags no_tag
- Ccgood on 2008-06-18 - Tags knowledge , learning , learning_communities , constructivism , connectivism
- Grochow9 on 2008-06-18 - Tags rhizomatic , knowledge , Education Models
- Forestfortrees on 2008-06-06 - Tags rhizomatic , knowledge , epistemology , education , philosophy , concept , interesting , metaphor
Public Sticky notes
This lack of a center of measurement for what is "true" or "right" makes the
identification of key pieces of knowledge in any of these fields a precarious
task. In less-traditional curricular domains then, knowledge creators are not
accurately epitomized as traditional, formal, verified experts; rather,
knowledge in these areas is created by a broad collection of knowers sharing in
the construction and ongoing evolution of a given field. Knowledge becomes a
negotiation (Farrell 2001).
Highlighted by anciana
A rhizomatic plant has no center and no defined boundary; rather, it is made up
of a number of semi-independent nodes, each of which is capable of growing and
spreading on its own, bounded only by the limits of its habitat (Cormier 2008). 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. 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.
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The expert translation of data into verified knowledge is the central process
guiding traditional curriculum development.
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Changing Knowledge
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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could make the knowledge itself outdated by the time it is verified (Evans and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. In the meantime, learners are left
without a canonical source of accepted knowledge, forcing a reliance on new
avenues for knowledge creation. For instance, a researcher exploring social
software use must rely at least in part on online knowledge repositories because
current information on the terminology used in these areas is simply not
available in any exhaustive or definitive form in books or peer-reviewed
articles (Nichol 2007). Information is coming too fast for our traditional
methods of expert verification to adapt.
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Wikis and similar tools offer a participatory medium that can allow for communal
negotiation of knowledge.
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"The most profound impact of the Internet, an impact that has yet to be fully
realized, is its ability to support and expand the various aspects of social
learning" (18). Several communities on the Internet offer some idea of what can
be accomplished in a participatory social learning environment where knowledge
is being negotiated (Exhibit
2).
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The Rhizomatic Model of Education
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However, if knowledge is to be negotiated socially, then the idea of individual
intellectual property must be renegotiated to reflect the process of acquisition
and the output constructed by that process. What is needed is a model of
knowledge acquisition that accounts for socially constructed, negotiated
knowledge. In such a model, the community is not the path to understanding or
accessing the curriculum; rather, the community is the curriculum.
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on 2008-09-16 by anciana
How does this compare to Downes' notion of knowledge?
The role of the instructor in all of this is to provide an introduction to an
existing professional community in which students may participate—to offer not
just a window, but an entry point into an existing learning community.
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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.
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Public Comment