Transition from Objective-Learning to Subjective-Learning on Business

school#Rhizo15 is impressing me, so many interesting and lovely posts about how subjective learning (including personal, spiritual, etc…) rhizomatic messy is. The subjectivism of rhizomatic learning allow us to flavor new skills and explore others and achieve dreams.

I loved hearing:

“Pre-packaged objectives bring learning to an end, subjecting perspectives to change never ends. This frees us up for life-long learning via wisdom of the crowd.” (Gerald Ardito, 2015).

Different of most of you or not ;), I have many spirits (Educator, Researcher, Project Manager, Computer Engineer, etc…) many of them talk to me at the sametime, talking with a set of them about on Business life-long learning, objectivism, subjectivism and  rhizomatic learning in business, we (I and my others) have observed that youngest professionals  are more opened to subjective learning in a way  to solve problems than when they were in the university, so previously they were trained to be objective-learner, however now, they need to be more subjective-learner to solve real problems.

newschoolHow this transition happen !? Naturally, the real world forces their engagement with his own learn, when they must to solve a problem, they listen others, search on google, they read books, they enroll to communities of pratice, etc…Unfortunately not everyone make this transition, failing to achieve their job dreams.

That is the importance of Dave Cormier work and #rhizo14, 15, 16, 20… in Rhizomatic Learning, opening  ways to developer less objective-learners and more subjective-learners-nomads.

That is my blurred vision about subjective learning in a rhizomatic pratical view. Please, let me know your remarks ! Cheers !

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The World Wide Web – From Concept to Platform to Culture

The big bang of virtual universe

That’s  a interesting sesssion in #ccourses, as digital immigrant I saw the Internet born, since than a new big bang began, so it is an universe in expansion/contraction with its own galaxies and black holes, some small groups of cosmologists spreaded around the world are working to design and development some spaceships (tools and techniquies)  to discover blackholethe Hawking eleven dimension (teach and learning, social life, business, etc…) , differently of real universe the internet virtual universe allow us to go inside wormholes crossing its dimensions, as magic, connecting us to new galaxies, others solar systems and people.

However, some of the real universe wills prevail over the virtual universe, still there are few cosmologists that can experiment the insane travel inside wormholes and cross between dimensions, as an example, in Brazil internet access is not for all yet, also telecommunication infrastructure is poor, slow, expensive… to others exist a language barrier and unfortunately to many others there is no life outside of their planet.

We are not alone but sometimes we cosmonauts feel lonely in the middle of the universe but is awesome once it help us to reflect about how connect that people to the others dimensions, design new spaceships, thinking about how to break economic, social and cultural problems.

Thanks connected course to allow me to reflect about that ! Cheers !

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Trust and Network Fluency

When I started getting connecting courses, I was lost in the middle of storm of informations trying to reading all from everyone, so I got a tip from awesome that @CogDog says:

surf-waves-surfando-nas-ondas-prancha-onda12“Messy is the higher energy state, think entropy. I think we need to help people learn and experience messy spaces, that is reality.”

Particularly I am still learning how to surf in the ocean of information in looking to the best wave, however, I have filtering pretty much better my social learning network more  trustable and renewed.

So Nomad learners must taken their surfboard and feel new beaches and sun, always moving forward  increasing their experiences, but safely, so far from sharks (untrustable fonts).

Thanks Alan, now I am going to Hawaii !

Be free to remarks, Cheers.

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Why we need a Why !?

LiteracyAnswering connected course philosophical questions about teaching and learning, I would say that it is hard task and I though about that many nights (my spirits were in conflicts), specially in Brazil context and moment, where we do have a critical political moment where country has been completed divided by last President election.

What is to be taught/learned? In a summary way for me, teach is design new learning contexts, performing couch and students mentoring looking for their learning autonomy, be learner  is literacy (apply knowledge learned to life context).

How should it be learned? Students should be nomad and responsable for their  learning using most resource as possible.

Why should it be learned? To be free, pulling the opressor power.

However, I would like to remember that learning process is totally different from scholarization (action to go to the school and get certification). Unfortunately in Brazil we are going just in direction of scholarization (misunderstanding) and left behind the literacy.

Be free to remark my late post (I came from a maraton of learning and education events) ! Cheers.

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Rhizomatic Learning in São Paulo WEB-Curriculum Colloquium

Hi There,

I would like to share with my #Rhizo14 and #CCourses the nice news, October 8, I will speak in WEB-Curriculum Colloquium – São Paulo. I will have change to present Rhizomatic Learning to many others academics colleagues. My project has been selected to be presented in !

Cheers and NECTO ERGO SUM !

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Rhizomatic Education: a brazilian study case in medical education

rizho

1.        The Education Challenge

The increasing changes in the globalized world and its fast process of scientific and technological modernization have demanded new and contextualized actions to further public policies with concrete expressions in the social areas, particularly in health and education.

These scenarios of changes find support in the Brazilian Federal Constitution of 1988 which, by stating health as a right for everyone, establishes the social rights to health and education, among others, and attributes to the State the responsibility of human resource training, necessary for the implementation of the Unique Health System (called SUS).

In education, constitutional determinations are explicit in the law that rules on national education which support the educational process in higher education through competency and skills development; cultural, technical and scientific improvement of the subject; flexibilization of the curricular programs;and the implementation of innovative pedagogic projects, in a perspective of change.

These premises appoint the need to restructure courses, through the construction of Curricular Guidelines for every Undergraduate Course.
In the medical area, the National Curricular Guidelines for Medical Courses (NCG/MC)1 evidence the need for commitment to the principles of the Brazilian Health Reform, with emphasis on the SUS and guarantees as to the comprehensiveness of care actions, and define the fundamental principles for the development of professionals who are critical and reflexive, inserted in the historical-social context, disciplined with ethical principles and able to intervene in health care problems/situations, which public health care is part of.

The NCG suggest the use of Active Methodologies of teaching-learning to reach pedagogical objectives in a way to develop critical and reflexive physicians.

For classroom coursers the medical schools adopt the PBL (Problem Based Learning) as methodology. However, once students engage as physicians, the continuing and permanent education, required for their career, e-learning is the great option mainly due place and time flexibility, but currently e-learning  in health researches shows a terrible deconstructions of e-learning and its ecologies, citing a few:

E-learning contents have fixed texts like books , but, knowledge in medical areas are drastically changed every day, in search areas as therapeutic, knowledge is 90 % renewed each six months, so, fixed texts is are NOT acceptable.

Some E-Learning trying to improve “Text books” adding videos and audios, however, poor attractive, low motivated and sometimes neither instructive , boring the student;

–        Poor integration and low feedback neither tutor and others students, so, we can observe that e-learning, itself an Active Methodology, is  deconstructed, becoming a passive learning tool, detaching any possibility to  add value and to develop critical and reflective practitioners as required by  National Curricular Guidelines for Medical Courses.

  1. ‘Parse’ the Ecology of Rhizomatic Learning

    2.1Rhizome concept Rhizome is a philosophical concept developed by Gilles Deleuze and FélixGuattari in their Capitalism and Schizophrenia (1972-1980) project. It is what  Deleuze calls an “image of thought”, based on the botanical rhizome, that  apprehends multiplicities.

Deleuze and Guattari use the terms “rhizome” and “rhizomatic” to describe theory and research that allows for multiple, non-hierarchical entry and exit points in data representation and interpretation.
The concept of rhizome follows the 6 principles2:
1 and 2: Principles of connection and heterogeneity: “…any point of a rhizome  can be connected to any other, and must be,”.

  1. Principle of multiplicity: only when the multiple is effectively treated as a  substantive, “multiplicity” that it ceases to have any relation to the One.
  2. Principle of a signifying rupture: a rhizome may be broken, but it will start  up again on one of its old lines, or on new lines

5 and 6: Principle of cartography and decalcomania: a rhizome is not  amenable to any structural or generative model; it is a “map and not a  tracing”


2.2 Rhizomatic Education – The rhizome theory applied to e-learning
Internet is a big rhizome, social network and peoples are part of that, there are connections and heterogeneity, so, for rhizomatic education social  networks should be used for learning, people can create communities of  learning in social networks, members altogether create knowledge where  multiple is effectively treated as a substantive of learning, however, rhizome  may be broken, new members can be joined to the community, new social  network can be used for learning, anytime, because, rhizome there is no begin  neither end, just the middle, the knowledge can be redesigned like a map,  knowledge can be detached, shared with other, rhizome creates a rupture with  traditional model of schooling, walls, desks, chairs, professors, and so on.
Dave Cormie, in his paper, “Rhizomatic Learning: Community as Curriculum”3, defends that the existence of a curriculum pre-defined, contents developed by an external “specialist” out of the community of learning, no make more sense, once the Nomads “Members”, must decide which knowledge is useful  for them and case needed the Nomads can move and migrate between  communities, be more participate in one, more listener in others.

  1. The Underlying Learning Theory: Using the seven affordances framework45

    3.1Ubiquitous Learning: Learning anytime, anywhere, anyhowRhizomatic learning is ubiquitous learning, once it is based on communities of learning in social network, learners can learning anytime, anywhere, anyhow. Rhizomatic learning explores Spatio-Temporal Dimensions of Learning.

Rhizome Principles: 1 and 2.

3.2    Active Knowledge Making: Designing meanings

Rhizomatic learning is totally learner as knowledge producer, is active knowledge making, communities nomads are responsible to take decisions and decide which knowledge will be learned, Community as Curriculum. Rhizomatic learning suggest to each communities individuals (“Nomads”) have their own blog and share, because when they write to a blog they absorbing and when share they replicate knowledge with others, the meaning is designed by them, therefore, there are also collective design meaning, called in rhizomatic learning “Collective Singularity”, where the community designing meanings.  Rhizomatic learning allows Nomads and the community to explore Epistemic  Dimensions of Learning.

Rhizome Principles: 1, 2 for nomads designing meanings and 3 for communities design meaning.

Dave Cormie Rhizomatic Learning principles: Community as Curriculum and Collective Singularity.

3.3    Multimodal Meaning: Text, Image, sound and data altogether 

Multimodal Meaning is intrinsic in rhizomatic learning, the nomads and the community decide which resources medias and social networks (connection and heterogeneity) will be better for their learning and represent theirs ideas, so, it explores Discursive Dimensions of Learning.

Rhizome Principles: 1 and 2.


3.4    Recursive feedback: formative assessment

Rhizomatic learning is fully recursive feedback, community as curriculum is uncertain, Nomads needs discuss in forum, chat, videoconference, and/or others social networks their future, exchanging and getting feedback about their ideas, therefore, Nomads blogs, allows to get feedback personalized  feedback about the post. Tutor who is just an experienced nomad of  community, but part of that, when formal assessment required, tutor can  perform a formative assessment, verifying individuals and community  knowledge developed, not just quantitative, but specially qualitative.  Rhizomatic Learning can explore the Evaluative Dimensions of Learning.

Rhizome Principles: 1, 2, 3, 4, 5 and 6.

3.5    Collaborative intelligence: knowledge you can reach for and use

Rhizomatic learning uses the collaborative intelligence, and it can be described by principle of multiplicity, that only when the multiple is effectively treated as a substantive, the Collective Singularity knowledge, the knowledge job  produced be the community explores the Social Dimensions of Learning.

Rhizome principle: 3


3.6    Metacognition: Thinking about thinking

Rhizomatic learning is pure metacognitive, the knowledge developed by the individuals and by the community is like a map.


“The rhizome is an antigenealogy. It is a short-term memory, or antimemory. The rhizome operates by variation, expansion, conquest, capture, offshoots. Unlike the graphic arts, drawing or photography, unlike tracings, the rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight.”  (Deleuze and Guattari 1987, 21)

Rhizomatic learning fully explorer the Cognitive Dimensions of Learning.

Rhizome Principles: 5 and 6.


3.7    Differentiated Learning: each according their interest and need

Rhizomatic learning is individual customization of learning, that is the reason that community individuals is called “Nomads”, Nomads explore the knowledge useful for them in one community or more communities at same time or not, in according their interest and need, personalizing the learning to themselves, learning, rupturing with own learning, re-learning, constructing the own knowledge map. Rhizomatic learning follows the Diversity Dimensions of Learning. 
Rhizome Principle: 4, 5 and 6.

  1. The Technology or Learning Process in Practice: rhizomatic learning in Medical Education

How rhizomatic learning can improve and develop competences in Brazilians health practioners and physicians as required by National Curricular Guidelines for Medical Courses?
Rhizomatic Education uses the whole e-learning ecologies bringing e-learning back to the real virtual word, to the reality, to the social network, to natural environment of today students, the learning happens naturally, accessed from any gadget, anytime, anywhere.
Rhizomatic Education prepares students to work with uncertain, students in each steps must thinking, take decisions, discuss, listen, writing better to convince, dialog, accept differences developing individual and work group competences, rhizomatic education in not content focus, contents is in abundance in the net, rhizomatic learning focus is, how student can find these contents, how to filter that, how to convince others about that, and so on.


4.1    The Study Case

Currently is running a rhizomatic course about alcohol and drugs, in the following social networks:
P2PU (Peer 2 Peer University) – Official course site, here weekly course syllabus is updated based on community decision who defines which topics  must be learned in that a week.
Facebook: Alcohol and drugs, discussion group, the Forum. Here is the most dynamic community area. In Facebook, Nomads express their opinion and ideas about the weekly topic, post links about their individual blog posts.
Blogger: Nomads create their own blog space for individual design thinking.
Google+: Some tools is used when needed, as an example Hangout for Nomads conferences.
Twitter: Used for Nomads to share their blog posts with others, including their followers out of community, bringing knowledge outside the school walls, breaking it.

5.        Critical Reflection

Brazilian recent research in e-learning for continued and permanent education in health shows that there are missing pedagogical orientation to e-learning in Brazilian medical education, so, rhizomatic learning comes to solve these problems, it is bringing an innovate teach-learning solution for e-learning in general, however, we have to consider a weakness point, rhizomatic learners must like of social media culture and they need/desire to have affinity with computers and/or gadgets, characteristics developed indigital natives people, persons who were born after rise of internet and its revolution, however, people before that, the digital immigrants, can got several difficulties and do not enjoy the learning process created by rhizomatic environment.
Rhizomatic Learning is a Distributed Collective6 mode of learning, and is extremely important to understanding some Key Characteristics of that.


5.1    Key Characteristics for Rhizomatic Learners:

5.1.1      Learning Goals

Learners learn what is of interest to them and to members of their learning network.

By taking both learning and teaching roles, members of the learning network maintain the network’s strength as a community.


5.1.2      Responsibility for Learning

Communal learning is directed by shared values, interests, and preferences.
Individuals choose what to learn based on the established goals of a learning community; if those goals appeal, the individuals can choose to engage with and support them.


5.1.3      How Learning Happens

  • ·         Learning is an inherent biological imperative; people never stop learning.
  • ·         Learners acquire knowledge and also teach what they know to others.
  • ·         Learners must make sense of competing and diverse sources of knowledge, skill and expertise.

5.1.4      Social Structure

  • ·       Learning occurs through social interactions, as they are diverse, distributed sources of knowledge and skills.
  • ·       Learning is a natural human behavior that happens best when we engage with others and, in so doing, improve our individual and communal abilities.

5.1.5      Defining Success

  • ·       Success is determined by the learning community and its members, and is based on communal interests and priorities.
  • ·       Success is also seen in how efficiently and meaningfully individuals can access, learn from, and contribute to various communities.

5.2    Key Characteristics for Tutors:

Being a successful Tutor in a rhizomatic learning environment means identifying and supporting the common values, beliefs, and goals that bind the  learning community together, often it means openness to sharing ownership of  an educational vision with the community.


5.2.1      Values of Tutor in Rhizomatic Learning

  •       Inspires individuals and organizations with common interests to operate in networked relationships.
  • ·       Recognizes shared community values and articulates them within the community and the larger world.
  • ·       Identifies community members’ resources, and motivates members to share them.
  • ·       Brings resources from the external world into the community while maintaining community norms and standards.

6.        Conclusions and Recommendations

Internet is a great rhizome, e-learning is part of that, but unfortunately, we know that there are many low quality e-learning, similar as schooling, they have fixed syllabus based on schooling classes with their obsolete texts, “specialists” developing contents, driving what people need to learn or not, making decisions for that, with focus in contents, applying summative assessment and so on.
This is unacceptable for current days, mainly in the current digital world, where virtuality is reality and reality is virtuality.
Universities must review of e-learning concept, and this course is presenting an framework in this directions, that observes the world changes and the changes in its eco-systems as education, technology, economy, social and political and theirs aspects, so, e-learning ecologies understand that changing and create a proposal to change together, shaping the meaning of learning to the current work map, but as a map, ready to be detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight in the world.


  1. REFERENCES1. Educaçao M da. Diretrizes Curriculares Nacionais do Curso de Graduaçao em Medicina. 2001.
    2. Deleuze, G., and F. Guatarri. 1987. A thousand plateaus: Capitalism and schizophrenia. London: University of Minnesota Press.
    3. Cormier D. Rhizomatic education : Community as curriculum. Innovate 4 (5). 2008. Available at: http://www.innovateonline.info/index.php?view=article&id=550 (accessed June 2, 2008).
    4. Kalantzis M, Cope B. New Learning Elements of a Science of Education. 2nd Editio. (Cambridge, ed.).; 2012.
    5. Cope B, Kalantzis M. E-Learning Ecologies, Massive Open Online Course, University of Illinois at Urbana-Champaign.(2014). Available at: https://www.coursera.org/course/elearning.
    6. Gregory R. Anrig. HarvardX: GSE2x Leaders of Learning. Available at: Leaders of Learning on edX: https://www.edx.org/course/harvardx/harvardx-gse2x-leaders-learning-1729.
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Brazil status quo about connected learning

connected-worldMaha Bali project and post about Meta-Mooc Project Proposal for #ccourses allowed me to reflect about many things, my spirits came crazy 🙂 !! Let me start with the primary question:

  1. If connected learning experiences have so much potential, why are there so few people benefit from them? What can be done to help them try it, and then help them stay and enjoy and learn? I was very connected before I took my first cMOOC and tried #tvsz – they made absolutely no sense to me until I tried them. I’m so lucky I was curious enough to try them – but what about the rest of the world?

In Brazil we have to considering some history factors, because, historically e-learning starts as not a true e-leaning as today but as (EAD – Education at Distance) but using radio (1937), mail(1939), television (1981) many of those initiatives with so poor quality, just as political voices like “Now we can educate people in remote areas”. Today Brazilians students still have some discomfort about that, but they have a certain reason because 99% of elearning are based on static texts, with some youtube videos and a fórum with low interactions.

So, why talk about elearning whether the question is about connected learning !? Unfortunately, there is cMOOCs available in Brazilian Portuguese, may exist few and isolate iniciatives,  but at moment, we Brazilians are tasting xMOOC, but not many, just the single one called VEDUCA, that is not a pure Brazilian xMOOC (but clone from others, english courses with subtitles in portuguese).

From academic perspective, there is not so much researches about connected and collaborative learning, I am writing a dissertation Rhizomatic Learning to cover CME (Continuing Medical Education) problems, where the research group all those who have interesting (medical, nurses, etc…) in be party of a course  developed in a  rhizomatic learning network. Something like we are doing here in #ccourses and #Rhizo14. However, I have to confess that is not so easy, to work with uncertain environments scares some of spirits, but others love that.

But I have a couple of question: How handle the massive information generated by connected courses ? In the most of times, I find myself lost. Last month I finished xMOOC (Learn how to Learn) and it had 165.000 students enrolled, I cannot imagine how cMOOCs can manage the relationship perceptions as mentioned by Maha and Scott. So please, could someone to frighten away my fears ? 

I am working in a personal project to create the first dedicated cMOOC for Brazilians, but still have questions about connected knowledge openess that’s remaining opened 🙂

 

 

 

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