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001468417 003__ OCoLC
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001468417 019__ $$a1381096272
001468417 020__ $$a9789811990564$$q(electronic bk.)
001468417 020__ $$a9811990565$$q(electronic bk.)
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001468417 020__ $$z9789811990557
001468417 0247_ $$a10.1007/978-981-19-9056-4$$2doi
001468417 035__ $$aSP(OCoLC)1380993825
001468417 040__ $$aYDX$$beng$$cYDX$$dGW5XE$$dEBLCP
001468417 049__ $$aISEA
001468417 050_4 $$aLB1060
001468417 08204 $$a370.15/23$$223/eng/20230615
001468417 24500 $$aRhizome metaphor :$$blegacy of Deleuze and Guattari in education and learning /$$cMyint Swe Khine, editor.
001468417 260__ $$aSingapore :$$bSpringer,$$c2023.
001468417 300__ $$a1 online resource
001468417 500__ $$aIncludes index.
001468417 5050_ $$aIntro -- Contents -- Editor and Contributors -- 1 Rhizome Theory and Twenty-First Century Learning -- Introduction -- Legacy of Deleuze and Guattari -- Conclusion -- References -- 2 Non-human Agency in International Students' Learning Realities: A Choreography of Actor-Network Theory and Rhizomes -- Opening the File -- Hybrid Entities -- Action Over Essence -- The Gift to Initiate Action -- Analytical Symmetry -- When Non-humans Promote Learning in International Education Settings -- Culture, Climate and Learning -- Accommodation, House Utilities and Learning -- Fridge, Fruits and ANT
001468417 5058_ $$aFridge, Fruits and the Rhizome -- Closing the File -- References -- 3 Everyone is an Expert: Rhizomatic Learning in Professional Learning Contexts -- The Context -- The UK Government Policy Towards Professional Organizations -- Rhizomatic Learning -- The Development of Rhizomatic Learning Theory by COPs -- The Underpinning Theories of Collaborative Learning -- Asking Questions About Learning Theory and Practice -- Methodology -- Findings and Discussion -- Which Technologies Facilitate Effective Knowledge Sharing? -- Which Pedagogical Theories Underpin Collaborative Online Learning?
001468417 5058_ $$aWhat Roles Should a CoP Adopt in Knowledge Sharing and Theory Creation? -- How Do MOOCs Change the Learning Landscape? -- How Can a MESHGuide Help Teachers Grasp Significant Findings Quickly? -- New Ways Forward for Collaborative Learning -- Conclusions -- Appendix -- References -- 4 Applying Deleuzian and Guattarian Principle of Asignifying Rupture in Students' Online Rhizomatic Engagement Patterns -- Introduction -- Literature Review -- Research Methodology -- Method -- Sampling -- Data Collection Procedure -- Data Analysis -- Findings -- Discussion
001468417 5058_ $$aConclusion, Limitations, and Recommendations -- References -- 5 Curriculum as Becoming: Becoming with a Forest -- Introduction -- Philosophical Concepts of Deleuze and Guattari -- Forest as Rhizome: A Machine Seeking Connections -- Forest Walk: Making Connection Within the Forest -- Becoming Children -- Becoming Mystery Girls -- Who Are the Mystery Girls? -- Curriculum as Concept Creation -- Forest as Assemblage of New Ideas, Concepts, and Stories -- Curriculum Making as Becoming with Worlds -- References
001468417 5058_ $$a6 Becoming Learners in Laboratories of Learning: A Rhizomatic Assemblage of Nomadic Pedagogies -- Introduction -- Testing Pilot: Becoming Lost and Found in Translation as a Nomadic Rhizomatic Space for Learning -- Test 1: Understanding Rhizomatic Learning and Rethinking What It Means to Learn with Nomadic Lenses, Considering What Theories and Practices Can Serve as a Guide -- Test 2: Laboratories of Learning Becoming Rhizomatic and Nomadic -- Test 3: Interrogating 'Course Designer' for Evidence of How Courses Can Become Laboratories of Learning
001468417 506__ $$aAccess limited to authorized users.
001468417 520__ $$aThis comprehensive volume highlights the paradigm shift, creative approaches, and theoretical and practical aspects of rhizomatic learning. The great French theorists Deleuze and Guattari introduced the concept of the rhizome to allow educators to explore the educative process with the rhizomatic lens. The chapters cover digital pedagogies, the conceptual framework of rhizome and nomadic pedagogy in 21st-century education. It creates rhizomatic learning environments and rhizome metaphors to illuminate learning and teacher professional development. It covers an extensive range of issues and challenges related to teaching and learning in the techno centric education systems. It presents an up-to-date and comprehensive analysis of rhizomatic learning approaches in various disciplines. It examines the following key questions: What is the conception of rhizomatic learning and nomadic pedagogy? In which ways can rhizomatic learning transform teaching methods in the digital era? How can educators implement a rhizomatic learning approach in practice? What is the connection between the rhizomatic process and divergent thinking in socially mediated and technology-driven learning environments? Combining theory and practice, this book is essential reading for educational policymakers, teacher educators, university faculty, researchers, instructional designers, learning technologists, teachers, and undergraduate and graduate students worldwide.
001468417 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed June 15, 2023).
001468417 60010 $$aDeleuze, Gilles,$$d1925-1995$$xInfluence.$$d1925-1995.$$tDialogues.$$lEnglish$$0(DLC)n 2006073718
001468417 60010 $$aGuattari, Félix,$$d1930-1992$$xInfluence.$$d1930-1992$$0(OCoLC)oca00370119
001468417 650_0 $$aLearning.
001468417 650_0 $$aEducational technology.
001468417 650_0 $$aInternet in education.
001468417 650_0 $$aTeachers$$xIn-service training.
001468417 655_0 $$aElectronic books.
001468417 7001_ $$aKhine, Myint Swe.
001468417 77608 $$iPrint version: $$z9811990557$$z9789811990557$$w(OCoLC)1353280747
001468417 852__ $$bebk
001468417 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-19-9056-4$$zOnline Access$$91397441.1
001468417 909CO $$ooai:library.usi.edu:1468417$$pGLOBAL_SET
001468417 980__ $$aBIB
001468417 980__ $$aEBOOK
001468417 982__ $$aEbook
001468417 983__ $$aOnline
001468417 994__ $$a92$$bISE