CONTEMPORARY GLOBAL NETWORKED LEARNING 4 LONG LIFE

Rhizomatic learning, popularised by Dave Cormier, is a non-linear, community-driven approach where learning is viewed as a messy, interconnected process rather than a structured curriculum. Based on Deleuze and Guattari’s, as discussed in this Wikipedia article, "the community is the curriculum," empowering learners to negotiate their own goals within a networked, constantly evolving context. [1, 2, 3, 4]

Key Characteristics of Rhizomatic Learning

• No Fixed Beginning or End: Inspired by the botanical rhizome, this theory suggests knowledge grows and spreads without a central structure or linear path.
• "The Community is the Curriculum": Learners collaborate to create the content, making education a social and shared experience.
• Negotiated Curriculum: Learners define their own "learning subjectives," adapting to their specific needs and contexts rather than following a predetermined syllabus.
• Embracing Uncertainty: The focus is on finding connections in a diverse, non-hierarchical network, allowing for flexibility and constant restructuring as new information emerges.
• Personal Learning Networks: Participants use their own networks to build knowledge and share, as explained in this OpenLearn article. [1, 2, 3, 4, 5]

Comparison to Traditional Learning
Unlike traditional education, which relies on hierarchical, pre-packaged content, Advance HE explains that rhizomatic learning rejects standardized assessment and fixed learning objectives. It thrives on the idea that knowledge is chaotic and ever-changing. [1, 2]

Advantages and Challenges

• Pros: Promotes high levels of engagement, independence, and critical thinking; is highly adaptable, as mentioned in this LinkedIn post.
• Cons: Requires high levels of self-direction, which may lead to frustration or feelings of being overwhelmed without proper support. [1, 2, 3, 4, 5]

This model is a radical departure from traditional education models and is often associated with connectivismand MOOCs. [1, 2, 3]