Rhizomatic learning, an open course with Dave Cormier, started on P2PU this week (or is that last week now?). Actually, it seemed to start before the course was officially launched because there was a real flurry of activity appearing beforehand in my inbox via Facebook and Google+ notifications and alerts, which didn’t let up once the course got going either. Such is the interest in this topic. Any way, I didn’t have time to check in to the course right away and find the content or the discover the task at hand but I was getting the gist via the conversation and postings in the channels mentioned above (oh and via the #rhizo14 hash tag on Twitter, of course), so that’s the reason for the sequence of my reflection here.
Firstly, I was struck by the dominance of the the rhizome metaphor within the initial discussion, and what plants are in fact rhizomatic (rhubarb, ginger, licorice…). Hardly surprising, I hear you cry; the clue’s in the title. However, that’s the botanical metaphor associated with rhizomatic learning; it’s the metaphor for “the learning process”. But what I’m interested to learn more about, what’s drawn me in (see previous blog post), is the anthropological metaphor that’s associated with rhizomatic learning; the nomad as metaphor for “a rhizomatic learner”; this is how Dave explains it:
The nomad is trying to do what I call ‘learning’. Not the recalling of facts, the knowing of things or the complying with given objectives, but getting beyond those things. Learning for the nomad is the point where the steps in a process go away.
It’s what Wynton Marsalis calls ‘being the thing itself’.
Nomads make decisions for themselves. They gather what they need for their own path.
In order to create an educational system that allows for nomads we can’t measure for a prescribed outcome.
All of this resonates with me completely. I feel rhizomatic. As such, I’m really keen to explore this further.
Also, I’d like to explore the relationship and/or similarities between Rhizomatic Learning and Heutagogy (self-determined learning). At this point I was grateful to Penny Bentley for asking in the Facebook group, “is there a difference between Rhizomatic Learning and Connected Learning?” Dave Cormier replied by saying that there’s “overlap” but rhizomatic learning is “messier”. Thanks. However, the handy part about the conversation was the mind map posted by Adeline Wall Avril (see below) as it illustrates that a core purpose of rhizomatic learning is to “make learners responsible for their own learning”. So, yes, there’s plenty of fruitful synergies to explore here.
I just got back from a month long trip where I spent a couple of weeks exploring both China and Mongolia, well exploring bits of them at least because they’re massive, and I thought I’d put together a bit of a blog post to share some of the things that the trip made me reflect on, things loosely to do with learning that is.
It’s true, a funny thing did happen on the way to the museum. In Xi’an, my husband, Steve, and I wanted to gen up on Chinese history and the Terracotta Army but we’d read that the queues for the museum were gargantuan and that early arrival was advised. So one morning, armed only with the number of the bus that passed by the museum and a city map splattered in Chinese writing, we set out sharp. Believing we were somewhere in the vicinity, we got off the bus and began to walk in what we thought was the general direction of the museum. Happy days, almost immediately we found a large modern building with a ginormous queue snaking its way around.
Naturally enough, we tagged on the end and joined the queue. After a while, I told Steve to wait in line whilst I checked out the front of the queue – to see if I could glean any info about entry to the museum. I scoured the front of the building for clues, anything written in English. There wasn’t much to go on, but eventually, above the main door, I spied the words ‘Xi’an library’. All these people were waiting for the library to open!! I couldn’t believe it. The queue was enormous. On closer inspection though, everyone in the queue had books under their arm. They were indeed going to study. When I got back to Steve, I said “this isn’t the museum; you’ll never guess what all these people are queuing for; they’re queuing to get into the library!”, to which he replied “if you told people back home, they’d never believe you.” It’s true. Here you just don’t associate libraries with queues, or with that much ‘pulling power’, I guess.
Anyhow, the incident got me thinking about the difference between studying and learning. Those in the queue were obviously going to the library to study (obvious once you allow the notion of queues and libraries to hang together that is). To me, studying seems to imply formal learning with motivation largely influenced by extrinsic factors, whereas learning seems to be something more ‘natural’ and somehow more intrinsic. However, when I looked at the definitions I got
to learn = to gain knowledge or skill by studying, practising, being taught, or experiencing something
to study = to read, memorize facts, attend school, etc., in order to learn about a subject
So, regardless of the motivation, a fraught topic in itself, it seems that studying is the action required to reach the learning goal.
The incident also made me reflect upon the role that libraries have played in my life. Certainly, I remember going to the library as a child and picking out my ‘reading books’, but the incident particularly made me think back to the time when I was nineteen and when, having returned home from a working holiday in Norway eager to know more about Polar exploration and the Norwegian explorer Roald Amundsen, I received from the British Library, via an inter-library loan, a first edition copy of Amundsen’s account of his 1912 South Pole expedition. Well, at least I think it was a first edition copy; certainly, it was old and certainly, it was a thrill to get my hands on it. Also, I’ve long said that the thing I miss most about no longer living in a city is the library, the hours I spent in Nottingham City Library, all those free books and Ordnance Survey maps!!
So, although libraries aren’t exactly synonymous with eager queues, they’re a valuable, often unsung, public resource that, as we hurtle into the digital and online era, hopefully won’t be sidelined or diminished or, more worryingly given the current economic climate, won’t be axed as cuts in public spending are more keenly sought.
That was in China, but with my propensity for wandering around and my particular affinity for nomadism the other part of the trip was to Mongolia, and notably a “Ger to Ger” homestay with Mongolian families. This part of the trip was fabulous as we stayed in the guest ger (yurt/tent) of four different families and were able to interact and observe their daily life, which totally revolved around herding and milking their livestock. Getting an insight into the macro world of domestic life that takes place in a ger was a real privilege, and the ger itself is a real triumph of human ingenuity: not only simple, easy to erect, dismantle and move but cool in summer and warm in winter (temperatures on the Mongolian Steppe range from plus 30 degrees to minus 30). Though what I really would’ve liked to have discovered was where could they move to, who owned the land and what was the system for allocating it and/or enforcing the land rights. However, with just a phrase book that tellingly gave more space to the vocabulary of animal husbandry than eating and drinking (ooh, the food’s very basic, and at best might only be described as is “sustaining”), I wasn’t able to get to the bottom of this. It’s an important question, and one that transfers directly to matters of the Internet and digital technology. Where can I go and who says so; what affordances and constraints do our new technologies sanction? It’s questions like these, as a matter of critical technology literacy, that I always try to keep to the forefront of my mind.
In “gerlife”, technology is pretty much limited to a light bulb and a TV (powered by a solar panel) plus a mobile phone, with the mobile phone being a really valued piece of kit. In fact, if you’ll pardon the antediluvian metaphor, in every ger we stayed the mobile phone was “ringing off the hook” as families and neighbours chatted away the day and, ha ha might I suggest, “narrated their work” (Harold Jarche just jumped into my head there). Without all the other tech and the myriad of distractions that we’ve got in our lives, it was just plain obvious that at heart people are social beings who need to be connected. Our new digital and social technologies just amplify or scale this.
One final thing that my trip to Mongolia made me think about was open/digital badges. On the very first day we arrived, gathered in the main square to take wedding photographs or photographs to mark a special day out, were groups of Mongolians all finely dressed in traditional outfits. What struck me though was that a lot of them had medals, not military medals but civic/community medals, pinned to their outfits and that these medals were clearly a source of great pride. Back in the ger these medals were also proudly displayed. I don’t know how the “credibility” of open/digital badges will play out, but I’m certainly interested to follow the discussion in the MOOC that starts next week, Badges – New Currency for Professional Credentials. I can definitely see the appeal for the learner, being able to digitally display with pride the learning achievements that mean something to them.