Abstract:

Our learning systems are fundamentally designed to solve the problem of information scarcity. Our courses are designed to organize ‘content’ our assessments to ensure that students have remembered this content. The boundaries between class/not class have intensified as our content based courses are increasingly unrepresentative of the world that learners live in. Information is abundant. Our knowledge spaces are in an increasing state of flux. How do we adapt our perspectives on teaching in order to allow for meaninful learning experiences?

The rhizomatic perspective is situated in the idea that there is no beginning or ending to the learning process - We are always in the middle. It celebrates the uncertainty of the learning process and seeks to create learning environments where we focus on learning from within a community of knowing. Can we replace learning objectives with subjectives? Can we replace the idea of ‘content’ with the actual people? What happens when we focus on the literacies of mapping and connection over memory and custom?