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Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
Rhizomatic learning - Why do we teach?
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Rhizomatic learning - Why do we teach?

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This is a presentation i did to ECI831 class on the idea of rhizomatic learning. It addresses the question 'why do we teach?'.

This is a presentation i did to ECI831 class on the idea of rhizomatic learning. It addresses the question 'why do we teach?'.

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  • 1. Rhizomatic Learning     Why do we teach? Pls scribble on me.
  • 2. @davecormier
  • 3. Why do we educate students? <ul><li>  </li></ul>
  • 4. Workers, Soldiers and Nomads
  • 5. <ul><li>  </li></ul>The worker was the original goal of the public education system. How can we create a workforce that will show up to work on time, accept tasks and complete them.
  • 6. Soldiers are the defenders of the status quo. They are the ones who establish what things we currently know that the worker should remember.
  • 7. The nomad is a creative thinker. They are not restrained by the status quo and carve their own paths. They learn things because they need them.
  • 8. Nomads are not wanderers, homeless nor necessarily restless or relentless – [they are] purposed, mindful, drawn to next discoveries and to bringing these home, communal and communicative in both social settings and self-reflection, learners because of and teachers with their families – where the context is about making it safe to take risk and where the mentoring is about making it possible to discern risk and make other decisions. Ilene Dawn Alexander
  • 9. Should we be encouraging nomads? <ul><li>  </li></ul>
  • 10. Memory vs. Knowledge Repeating vs. Becoming <ul><li>  </li></ul>
  • 11. We are no longer confined by this particular packaging.
  • 12. We are no longer restricted to listening to the smartest person in the room.
  • 13. Rhizomes are aggressive, chaotic and resilient. They are difficult to contain. They follow their own paths. http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/ rhizomes!
  • 14. Creating an ecology (or a garden) rhizomes are slippery <ul><li>  </li></ul>
  • 15. Open Syllabus <ul><li>  </li></ul>
  • 16. <ul><li>  </li></ul>Openness is messy, chaotic and hard to contain. It's also not very new. Rhizomes thrive in the open.
  • 17. Personal Learning Plans Outcomes come out... after <ul><li>  </li></ul>
  • 18. Live Slides – what do you think of them? <ul><li>  </li></ul>
  • 19. I'm not saying there will be no resistance. New ways and new responsibilities are not easy. That's learning.
  • 20. The rhizome is a metaphor, like the nomad is a metaphor. The Nomad learns rhizomatically - in directions unforeseen, and, maybe, to new creative spaces. It's a process of becoming, of coming to understand. We are all different, and our new knowledge must become part of us.
  • 21. Rhizomatic learning is...   <ul><li>Knowledge negotiation </li></ul><ul><li>Open ended learning </li></ul><ul><li>Student driven </li></ul><ul><li>Chaotic </li></ul><ul><li>Difficult to assess and script </li></ul><ul><li>Nomads </li></ul><ul><li>Becoming over memory </li></ul><ul><li>Life long learning </li></ul>
  • 22.  

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