Rhizomatic learning is a variety of pedagogical practices informed by the work of Gilles Deleuze and Félix Guattari.[1][2] Explored initially as an application of post-structural thought to education, it has more recently been identified as methodology for net-enabled education.[3] In contrast to goal-directed and hierarchical theories of learning, it posits that learning is most effective when it allows participants to react to evolving circumstances, preserving lines of flight that allow a fluid and continually evolving redefinition of the task at hand.[4] In such a structure, "the community is the curriculum", subverting traditional notions of instructional design where objectives pre-exist student involvement.[5][6]
^Gillies, Donald. "rhizomatic learning - A Brief Critical Dictionary of Education". www.dictionaryofeducation.co.uk. Retrieved 2015-05-30.
^Paul Gibbs (14 February 2015). Transdisciplinary Professional Learning and Practice. Springer. pp. 201–. ISBN 978-3-319-11590-0.
^Dr Oscar Saavedra Rodriguez; Dr Teresita Arenas Yáñez (2014). Proceedings of the 9th International Conference on e-Learning: ICEL 2014. Academic Conferences Limited. pp. 221–. ISBN 978-1-909507-69-2.
^Management Association, Information Resources (31 March 2015). Gamification: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications. IGI Global. pp. 143–. ISBN 978-1-4666-8201-6.
^Claire Howell Major (2 April 2015). Teaching Online: A Guide to Theory, Research, and Practice. JHU Press. pp. 65–. ISBN 978-1-4214-1633-5.
^Cormier, Dave (1 June 2008). "Rhizomatic Education: Community as Curriculum". Innovate: Journal of Online Education. 4 (5). ISSN 1552-3233.
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