This comprehensive volume highlights the paradigm shift, creative approaches, and theoretical and practical aspects of rhizomatic learning. The great French theorists Deleuze and Guattari introduced the concept of the rhizome to allow educators to explore the educative process with the rhizomatic lens. The chapters cover digital pedagogies, the conceptual framework of rhizome and nomadic pedagogy in 21st-century education. It creates rhizomatic learning environments and rhizome metaphors to illuminate learning and teacher professional development. It covers an extensive range of issues and challenges related to teaching and learning in the techno centric education systems. It presents an up-to-date and comprehensive analysis of rhizomatic learning approaches in various disciplines. It examines the following key questions:
- What is the conception of rhizomatic learning and nomadic pedagogy?
- In which ways can rhizomatic learning transform teaching methods in the digital era?
How can educators implement a rhizomatic learning approach in practice? What is the connection between the rhizomatic process and divergent thinking in socially mediated and technology-driven learning environments?
Combining theory and practice, this book is essential reading for educational policymakers, teacher educators, university faculty, researchers, instructional designers, learning technologists, teachers, and undergraduate and graduate students worldwide.
Author(s): Myint Swe Khine
Publisher: Springer
Year: 2023
Language: English
Pages: 207
City: Singapore
Contents
Editor and Contributors
1 Rhizome Theory and Twenty-First Century Learning
Introduction
Legacy of Deleuze and Guattari
Conclusion
References
2 Non-human Agency in International Students’ Learning Realities: A Choreography of Actor-Network Theory and Rhizomes
Opening the File
Hybrid Entities
Action Over Essence
The Gift to Initiate Action
Analytical Symmetry
When Non-humans Promote Learning in International Education Settings
Culture, Climate and Learning
Accommodation, House Utilities and Learning
Fridge, Fruits and ANT
Fridge, Fruits and the Rhizome
Closing the File
References
3 Everyone is an Expert: Rhizomatic Learning in Professional Learning Contexts
The Context
The UK Government Policy Towards Professional Organizations
Rhizomatic Learning
The Development of Rhizomatic Learning Theory by COPs
The Underpinning Theories of Collaborative Learning
Asking Questions About Learning Theory and Practice
Methodology
Findings and Discussion
Which Technologies Facilitate Effective Knowledge Sharing?
Which Pedagogical Theories Underpin Collaborative Online Learning?
What Roles Should a CoP Adopt in Knowledge Sharing and Theory Creation?
How Do MOOCs Change the Learning Landscape?
How Can a MESHGuide Help Teachers Grasp Significant Findings Quickly?
New Ways Forward for Collaborative Learning
Conclusions
Appendix
References
4 Applying Deleuzian and Guattarian Principle of Asignifying Rupture in Students’ Online Rhizomatic Engagement Patterns
Introduction
Literature Review
Research Methodology
Method
Sampling
Data Collection Procedure
Data Analysis
Findings
Discussion
Conclusion, Limitations, and Recommendations
References
5 Curriculum as Becoming: Becoming with a Forest
Introduction
Philosophical Concepts of Deleuze and Guattari
Forest as Rhizome: A Machine Seeking Connections
Forest Walk: Making Connection Within the Forest
Becoming Children
Becoming Mystery Girls
Who Are the Mystery Girls?
Curriculum as Concept Creation
Forest as Assemblage of New Ideas, Concepts, and Stories
Curriculum Making as Becoming with Worlds
References
6 Becoming Learners in Laboratories of Learning: A Rhizomatic Assemblage of Nomadic Pedagogies
Introduction
Testing Pilot: Becoming Lost and Found in Translation as a Nomadic Rhizomatic Space for Learning
Test 1: Understanding Rhizomatic Learning and Rethinking What It Means to Learn with Nomadic Lenses, Considering What Theories and Practices Can Serve as a Guide
Test 2: Laboratories of Learning Becoming Rhizomatic and Nomadic
Test 3: Interrogating ‘Course Designer’ for Evidence of How Courses Can Become Laboratories of Learning
Course Designer 1: Introduction and Resources List
Course Designer 2: Vision and Values
Course Designer 3: Defining Course Aims
Course Designer 4: Crafting Learning Outcomes
Course Designer 5: Designing Inclusive Assessment
Course Designer 6: Course Structure
Conclusions from Our Test Results
References
7 Rhizomatic Learning for Nomadic Learners: A Postdigital Education Blended Conceptual Metaphor Framework
Introduction
The Blended Conceptual Metaphor: A Brief Explanation of the Instrument
Rhizomatic Learning for Nomadic Learners: A Blended Conceptual Metaphor Framework
Input Space One: Rhizomatic Learning
Input Space Two: Nomadic Learners
Generic Space
Blended Space
Towards a Rhizomatic Thinking
Conclusion
References
8 Rhizomatic Learning in the Postmodern Era
Introduction
Basic Characteristics of Education in the Postmodern Era
Rhizomatic Learning
Conclusion
References
9 Rhizomatic Learning Environments: Possibilities for Education
Theoretical Background of the Research
Rhizomatic Features of the Training Program Created
Applying the Methodologies Chosen to Design the Learning Environment
Final Considerations
References
10 Exploring Rhizomatic Learning on Twitter Through Research on Teacher Professional Development
Introduction
Rhizomatic Learning and the Concept of Rhizome
Rhizomatic Learning in Internet-Related Educational Research
Rhizomatic Learning in MOOCs: #Rhizo14 and #Rhizo15
Methodological Challenges and Opportunities to Applying RL in Research
Working with Deleuzo–Guattarian Concepts in One’s Research: Methodology as Assemblage
Conclusions
References
11 The Students’ Use of Mobile Instant Messaging Applications: Deleuze and Guattari’s Nomadism Analysis
Introduction
Background to the Study
Higher Education in South Africa
First-Year Students’ Experience
Mobile Technologies in Education
Theoretical Perspective to the Study
Research Methodology
Research Approach
Data Collection
Data Analysis
Summary of Research Findings
Rhizomatic Space
Deterritorialization
Nomadic Subjects
Nomadic Resistance
Discussion and Conclusions
References
12 Exploring Rhizomatic Thinking in Clinical Reasoning
Introduction
Systems Thinking
Systems Thinking and the Human Body
Systems Thinking, Disease States, and Clinical Reasoning
Clinical Reasoning and Rhizomatic Thinking
Implication of Applying Rhizomatic Thinking to Clinical Reasoning
Rhizomatic Thinking, Pedagogy of Clinical Reasoning and Connectivism
References
Index
