Designing for Rhizomatic Learning
Overview; Last week I discussed what I described as ‘designing for discontinuities’ outlining what I had learnt about rhizomatic learning from engaging in MOOCs. Jenny Mackness has added some parallel reflections in her blog post Between a MOOC and a hard place too. This week I am going to look at how we will try and implement what we learnt from those reflections on the values of social discontinuity for learning and the strength of weak ties in networking. The key element in implementing rhizomatic learning in WikiQuals will be in supporting the process of self-organised ‘affinity groups’. This will develop the earlier idea of using Affinity Partners, rather than supervisors (or teachers), to support the learning process.
Affinity Groups; The idea of the Affinity Partner is to be empathetic to the learner. A key aspect of WikiQuals is trusting learners to follow their interests and to determine for them selves what they want to learn. The affinity partner rather than supervising acts more as a critical friend moderating the work of their WikiSqolar. However having an Affinity Partner still reflects an individualised mode of studying. Following the discussion with Tony Hall on social learning it seemed to me that we need to develop groups within the WikiQuals group process and if allowed Sqolars to be part of differing affinity groups, not based on subject interest per se, but on more human impulses this would be a useful development. It would also be a good way of integrating andragogy into the WikiQuals process, which is a key part of the Open Context Model of Learning.
The Q of Social Intimacy; In Imagination Jonah Lehrer quotes the work by Brian Uzzi on the social intimacy Read the rest of this entry