https://www.flickr.com/photos/lyza/245086056/

rhizomes &

open learning

#2015DL

Rhizomes are aggressive, chaotic and resilient.

http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/

http://www.flickr.com/photos/98857801@N00/2145231725/

They are difficult to contain.

They follow their own paths.

http://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg

Part 1 – Why are we schooling?The learning objective inspector

STANDARD IV

Reading – A few lines of poetry or prose, at

the choice of the inspector.

Writing – A sentence slowly dictated once,

by a few words at a time, from a reading

book, such as is used in the first class of

the school.

Arithmetic – Compound rules (common

weights and measures).

Report of the Federal Security Agency: Office of Education 1876, p CLXII

Why were they schooling?

We need people to read

Success is finishing

The myth we haveStory of one Canadian teacher

http://www.metanoialiving.com/wp-content/uploads/2014/03/success-really-looks-like.png

http://www.metanoialiving.com/wp-content/uploads/2014/03/success-really-looks-like.png

How do I plan for this?

Learning SubjectivesLearning for abundance

We need to measure

learnin

g

The fact that you need it doesn’t make it possible

Why are we schooling?

Is learning even something we should be trying to measure?

Part 2 – What are we schooling?How much of our choice of curriculum is controlled by the technology available?

Curriculum and voice technology

Julius Caesar learns

to win in the senate.

62BC

http://commons.wikimedia.org/wiki/File:Caesar.jpg

Rome to Rhodes

• Technology: Humans

• Curriculum: Mentor• We learn: One person’s

way of things• Dave Truss – “the

projects that are really cool are the ones where they are connecting with mentors”

Mentor learning

http://upload.wikimedia.org/wikipedia/commons/0/04/Telemachus_and_Mentor1.JPG

Curriculum in a text culture

"Carlo Crivelli 007" by Carlo Crivelli (circa 1435–circa 1495) -Via The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202. Distributed by DIRECTMEDIA Publishing GmbH.. Licensed under Public domain via Wikimedia Commons -http://commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg

University of

Toulouse students

scrutinize the

bosom of nature

“Those who wish to scrutinize the

bosom of nature to the inmost can

hear [at the University of Toulouse]

the books of Aristotle which were

forbidden at Paris” 1229ADUniversity of Tolouse Flyer, 1229 (Translated by Lynn Thorndike)

Technology: Text

Communication: One to many

Curriculum: absent authorWe learn: The thoughts one person had once

http://en.wikipedia.org/wiki/Aristotle#mediaviewer/File:Aristotle_in_Nuremberg_Chronicle.jpg

Expert Learning

Curriculum in a print culture

http://upload.wikimedia.org/wikipedia/commons/d/d3/Johann_Heinrich_Pestalozzi.jpg

Johann Heinrich

Pestalozzi teaches

Switzerland to read

1798AD

I believe it is not possible for common popular

instruction to advance a step, so long as formulas of

instruction are not found which make the teacher…

merely the mechanical tool of a methodJohann Heinrich Pestalozzi – “How Gertrude Teaches Her Children, p. 41,

1801.

https://openlibrary.org/books/OL7244777M/How_Gertrude_teaches_her_c

hildren

I assert definitely, that a school-book is only good

when an uninstructed schoolmaster can use it at

need, [almost as well as an instructed and talented

one] Ibid.

http://www.flickr.com/photos/sc63/5788054500/

http://inventwithscratch.com/maze-game/

Technology: print

Communication: Publisher to many

Curriculum:

district/publisher/teacherWe learn: A group of people’s thoughts on what you should know

Maze Learning

Curriculum in a digital culture

?

Technology: web

Communication: many to many

Gigantic scale

Curriculum: CommunityWhat a community knows

http://commons.wikimedia.org/wiki/File:Rice_rhizome.JPG

Community

What if they learn the wrong thing?

Do we need to be teaching the right answer?

Part 3 – Bringing the what and why togetherLearning for uncertainty in an age of abundance

Rhizomes are aggressive, chaotic and resilient.

http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/

http://www.flickr.com/photos/98857801@N00/2145231725/

They are difficult to contain.

They follow their own paths.

http://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg

The myth we could build

An open system designed to help people grow

Tools for rhizomaticlearning

The Learning Contract Learning for uncertainty in an age of abundance

Learning contracts1. Are flexible

2. Focus on responsibility

3. Are student driven

Learning AnalyticsLearning for uncertainty in an age of abundance

Learning analytics1. Macro and micro level information

2. Interventions in time

3. Affects the learning design

The Community Learning for uncertainty in an age of abundance

Community builds1. Diverse perspectives

2. Practical literacies

3. Real connections

http://youtu.be/r8avYQ5ZqM0

When the community is the curriculum, the what and the why of learning come together.

The curriculum is not content… it is other people.

@davecormier

davecormier.com

davcormier@upei.ca

Join us for

#rhizo15

What literacies(skills) are developed when the community is the curriculum? What do we want school to be FOR?