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Table of Contents
Intro
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
Fridge, 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?
What 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
Conclusion, 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
6 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
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
Fridge, 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?
What 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
Conclusion, 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
6 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