Innovate: Rhizomatic Education: Community as Curriculum - The Diigo Meta page

• 24 Oct 08
  

  Stian Haklev

  connectivism

• 12 Oct 08
  

  Brad Ovenell-Carter

  knowledge rhizomatic education learning2.0

• 30 Sep 08
  

  Rob Miller

  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. Neither of these theories, however, is sufficient to represent the nature of learning in the online world. There is an assumption in both theories that the learning process should happen organically but that knowledge, or what is to be learned, is still something independently verifiable with a definitive beginning and end goal determined by curriculum.

  rhizomatic knowledge

  • 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. Neither of these theories, however, is sufficient to represent the nature of learning in the online world. There is an assumption in both theories that the learning process should happen organically but that knowledge, or what is to be learned, is still something independently verifiable with a definitive beginning and end goal determined by curriculum.
  • 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
  • 11 more annotations...
  • • The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
    • New communication technologies and the speeds at which they allow the dissemination of information and the conversion of information to knowledge have forced us to reexamine what constitutes knowledge; moreover, it has encouraged us to take a critical look at where it can be found and how it can be validated
    • Thus the foundations upon which we are working are changing as well as the speed at which new information must be integrated into those foundations
    • 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
    • Information is coming too fast for our traditional methods of expert verification to adapt.
    • 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. Wikis and similar tools offer a participatory medium that can allow for communal negotiation of knowledge.
    • 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
    • Social learning is particularly valuable in fields where the parameters of knowledge are constantly shifting and a canon has not yet been solidified. Educational technology is one such field.
    • 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.
    • 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:
    • 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.
• 16 Sep 08
  

  José Mota

  Innovate
  Volume 4, Issue 5
  June/July 2008

  innovate dave.cormier articles connectivism

• 

  Gina Minks
  • positions from which people make sense of their worlds and their place in them, and from which they construct their concepts of agency, the possible, and their own capacities to do” (Stewart 2002, 20).
• 15 Sep 08
  

  Asako Yoshida

  rhizomatic knowledge connectivism education curriculum

  • 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.
  • 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).
  • 10 more annotations...
  • • particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
    • The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
    • Wikis and similar tools offer a participatory medium that can allow for communal negotiation of knowledge.
    • a more discursive rhizomatic approach to knowledge discovery
    • to negotiate what qualifies as knowledge
    • Social learning is particularly valuable in fields where the parameters of knowledge are constantly shifting and a canon has not yet been solidified.
    • Educational technology is one such field.
    • is difficult to replicate in all environments,

    • not just a window, but an entry point into an existing learning community.

    • 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.
• 18 Aug 08
  

  Will Richardson

  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. Neither of these theories, however, is suffic

  learning education toread

• 14 Aug 08
  

  Lou McGill

  knoweldge learning

• 

  dannno

  rhizomatic knowledge technology paper

• 11 Aug 08
  

  Zsolt Kulcsár

  Dave Cormier article - Community as Curriculum

  rhizomatic eduaction knowledge e-learning curriculum web2.0 article

• 09 Jun 08
  

  Stephen Harlow

  Rhizome Living Curriculum Education

  • If the world of media education is thought of as a rhizome, as a library à la Eco [in The Name of the Rose], then we need to construct our own connections through this space in order to appropriate it. However, instead of that solitary groping made by Brother William, we see as our goal the co-construction of those secret connections as a collaborative effort. (Tella 2000, 41)
• 03 Jun 08
  

  Joan Vinall-Cox

  Brilliant description of how learning is currently occuring in rapidly changing fields. Must join to access, but free
  "In a sense, the rhizomatic viewpoint returns the concept of knowledge to its earliest roots. Suggesting that a distributed negotiation of knowledge can allow a community of people to legitimize the work they are doing among themselves and for each member of the group, the rhizomatic model dispenses with the need for external validation of knowledge, either by an expert or by a constructed curriculum. Knowledge can again be judged by the old standards of "I can" and "I recognize." 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."
  
  
  

  Innovate learning learning_tools metaphor

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