A brief introduction
Rhizomatic Learning is an important way to think about learning and teaching. It describes a learning experience where learning itself is organic and emergent, deeply driven by personal context, flexible boundaries and multiple pathways. It describes a teaching experience that sets the context, facilitates the inter-connections of ideas through conversations, and empowers the community to engineer their own curriculum.
Rhizomatic Learning builds up the core capability to learn in a distributed learning environment. It leverages all the attendant benefits of network-led and community-based learning, but distinguishes itself by describing a personal “self-reproducing” capability to learn.
The agency to learn rests with the learner and the learning community she is part of. The agency to teach is distributed among all the learners, who really establish the curriculum. The resultant is messy and complex, with individual outcomes possibly far in deviation to any expected outcomes from the community.
In Rhizomatic Learning, the definition of a “course” veers away from the traditional. It is a sense of time-bound evented-ness, a shared context which aggregates a community. It’s curriculum is formed by the community, that evolves and extends it continuously through prior knowledge and emergent opinions. It may engender several artistic and creative forms of expression, not necessarily formal artifacts associated with traditional courses.
Rhizomatic Learning is characterized by learning freedom. It draws heavily upon open-ness, lack of centralized control, autonomy, diversity and interaction. Freedom in learning drives most of the interactions, liberating the learning experience.
In contrast, Connectivist models uphold “connection-making” as the primary source of learning and knowledge. There is connection-making in Rhizomatic learning, but that is merely a medium. The focus is on free, unrestricted sharing and unpredictable pathways in learning. In that sense, the afterthought focus on Critical Literacies in the cMOOCs, becomes the starting point for Rhizomatic Learning. What is “tidy” in the network model, becomes messy in the rhizomatic one. The replication of learning capability in distributed environments is key – “more of how you can learn, is learning” of rhizomatic learning overwhelms the “those that have, get” rules of networks. In that sense, rhizomatic learning is deliberately empowering personalized learning.
The Practical Guide
So what would a practical guide to Rhizomatic Learning contain for the learner? Having gone through so many years of learning in all modes – traditional, online, MOOC, rhizomatic – here is a summary of how I learn best. Perhaps there are learners like me who will resonate with my approach.
The first important thing to realize is that you are in control. You control what you write, how you perform, who you choose to interact with, the level of effort you put in, how you handle critique – in short, your behavior, goals, motivations, discipline and ethics play an important role in Rhizomatic Learning.
Express yourself regularly
If the community is the curriculum, each one has the capability to contribute, in whatever form of expression. In fact, try out new forms of expression, artistic or otherwise, to experiment with ways to put your point forward. You don’t know which part or form of your expression may inspire several others or motivate them to contribute. The point is to verbalize or demonstrate your participation in some way or the other. It is really important to be regular. Make it a point to express yourself at least once a topic or theme.
We will continuously get better at handling conversation technologies, but it is important to keep up with what others are expressing. Understand that other people will also use a variety of channels and techniques to communicate, and that conversation will sometimes get too unwieldy to keep track of. Navigating and coalescing your spaces into some form of organization convenient for you is important.
Small is better
Pick out threads that pique your interest, focus on a small idea at a time and track its development. These small ideas will eventually bubble up into larger perspectives. Interact in smaller groups, one idea at a time. Don’t “spray and pray” and always watch your stats (such as how many views, likes), because the act of expressing an opinion is itself a work of art – your art – which contributes to your own rhizomic development immeasurably. It helps to get and give concise feedback on small focused ideas. It also helps to give some time for the idea to develop, in your mind and through the interactions. So perhaps it is better to culminate a theme/week with your informed perspective.
It is incredibly important to be responsive to people and events, both in instances where you are explicitly part of the conversation and where you are not. Being responsive helps other people with feedback and a motivation to continue their rhizomatic learning. Respond to comments, like posts and comments where you agree, drop a line or two in response to a new contribution – there are many ways to be a proactive part of the community learning experience. I would include empathy and humor as two very important tools in rhizomatic learning.
Above all, reflect on how you are learning. Use each interaction as an opportunity to build your capability to learn. Find what helped, explore a new direction of thought, make a friend, challenge an argument.
I like the “liberate yourself” as a mantra, always.
These are all useful and connecting ways to learn. A handy checklist. I found the part about embedding yourself especially useful. Thanks. Now the hard part: what makes “rhizomatic” learning any different from ‘connected learning’ or ‘constructed learning’ or ‘deep learning’ or just…learning. Is rhizomatic learning a distinction without a difference? What makes a practice rhizomatic and does it matter that we call it such? I am of the opinion that is does matter, but I am damned if I know what that practice is.
Terry, I was trying to answer the same question. And I know I have to spend more time on it. But the one thing that stood out for me was that as compared to our discussions around Connectivism which had an extremely clear mandate (learning is the process of making connections and knowledge is the network), is that rhizomatic learning seems to highlight some kind of heutagogical “capability” up front and center. This could be also closer to Bandura’s self-efficacy or other similar theories. Perhaps it is time to do an Ertmer and Newby (plus Siemens) kind of comparison [Learning and Knowing in Networks: Changing roles for Educators and Designers, Siemens]. As Dave has pushed us to build a practical guide, these distinctions will become very important.
This is so so good and eloquently written! Thanks
Thanks so much for this wonderful exploration of rhizomatic learning. I think what I like best is what, or who, isn’t here: Deleuze and Guattari. It really is time for the educational concept to move beyond A Thousand Plateaus. I love D&G and will continue reading them for inspiration, but the practice of rhizo learning shouldn’t be saddled with philosophical baggage that many find too burdensome, too obscure. Just as many people today have accepted the notion of relativity without ever having read Einstein, I think educators will come to accept the notions of the rhizome without reading D&G. That will be a good thing.