This link has been bookmarked by 24 people . It was first bookmarked on 03 Jun 2008, by Carla Arena.
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10 May 10
Giorgio BertiniIn 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, spontaneou
collaborative learning community of connectivism constructivist knowledge rhizome model social University Regina wiki change
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02 Nov 09
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03 Jul 09
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22 Jun 09
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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
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mutable goals and constantly negotiated premises
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a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
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Information is the foundation of knowledge. The information in any given field consists of facts and figures, such as may be found in the technical reference manuals of learning; in a nonrhizomatic model, individual experts translate information into knowledge through the application of checks and balances involving peer review and rigorous assessment against a preexisting body of knowledge. The peers and experts are themselves vetted through a similar sanctioning process that is the purview, largely, of degree-granting institutions. This process carries the prestige of a thousand-year history, and the canon of what has traditionally been considered knowledge is grounded in this historicity as a self-referential set of comparative valuations that ensure the growth of knowledge by incremental, verified, and institutionally authorized steps. In this model, the experts are the arbiters of the canon. The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
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Web sites such as EdTechTalk, The Webcast Academy, and the Open Habitat Project collate the work of a variety of professionals to create snapshots of the knowledge of a particular field as it is seen at a given time
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the foundations
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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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The wiki, or any collaboratively constructed document for that matter, solves a number of issues inherent to the expert-driven model as it has the capacity to be more current than any expert-assessed content package or traditional publication can usually be.
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Several communities on the Internet offer some idea of what can be accomplished in a participatory social learning environment where knowledge is being negotiated
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25 May 09
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28 Feb 09
Annette MarchandThis is another approach to a non-traditional model of education similar to constructivism but different.
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19 Feb 09
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20 Jan 09
anabela fernandesCormier, Dave (June/ July 2008)
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 -
18 Dec 08
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29 Oct 08
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gabriela ortizmichelvia gsimens
The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing carticulo openaccess etic comunidadesdeaprendizaje colaboracion connectiveknowledge dedelicious
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28 Oct 08
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The existing educational model with its expert-centered pedagogical planning and publishing cycle is too static and prescribed to accommodate the kind of fluid, transitory conception of knowledge that is necessary to understand the simplest of Web-based concepts.
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newer concepts, whether in technology, physics, or modern culture, are not easily compared against any canon.
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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
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Brown and Adler (
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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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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:
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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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If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network.
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22 Sep 08
Will StewartThe increasingly transitory nature of what is lauded as current or accurate in new and developing fields, as well as the pace of change in Western culture more broadly, has made it difficult for society in general and education in particular to define wha
Education learning web2.0 e-learning change curriculum assessment information knowledge Connectivism constructivism CoP
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17 Sep 08
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07 Sep 08
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The Rhizomatic Model of Education
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25 Jul 08
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18 Jun 08
Cam GoodThe existing educational model with its expert-centered pedagogical planning and publishing cycle is too static and prescribed to accommodate the kind of fluid, transitory conception of knowledge that is necessary to understand the simplest of Web-based concepts.
knowledge learning learning_communities constructivism connectivism
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Sally GrochowalskiDave Cormier- Article on Rhizomatic Model of Education- fluid and changing to environmental conditions- Web2.0 changing education to collaboration
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06 Jun 08
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04 Jun 08
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03 Jun 08
Carla ArenaKnowledge 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.
rhizomatic davecormier innovate article community knowledge social-media learning
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