A Rhizomatic Approach to Learning Online

By:
Senom Yalcin
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Technology and pedagogical approaches deterritorialize each other, each evolve through and within aspects and changes brought about by one another. Pedagogical approaches suggested for or practiced in regards to learning/teaching in the online learning environments have been also fed by aspects of these environments, and influence of such a dynamic on education can be nothing but significant. However, studies in online learning have largely focused on pedagogy applied to the environment, or vice versa, but not taking into consideration the dynamic stated above. The rhizome (Deleuze and Guattari, 1987) concept provides us with such potential yet has not been explored in online learning research, although it has found some interest by constructivist theorists.

Coming from this framework, by looking at learning as a rhizomatic experience, both approaching mind as rhizome, and considering the rhizomatic aspect of the online environment; and the overlap of these two, this study explores knowledge construction in an online course. Using a cue-trajectory system, the knowledge construction is mapped out, and multiplicities that constitute the personal trajectories, as well as minds as distributed over the network are explored.


Keywords: Network, Rhizome, Knowledge Construction, Online Learning, Distributed Minds
Stream: Knowledge and Technology
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Senom Yalcin

Graduate Student/Adjunct Faculty, Education, Indiana University, Bloomington
USA

Senom Yalcin, ABD in Language Education/Instructional Systems Technology, is currently working on her dissertation looking at knowledge construction in the online environment. Her current research interests lie at the intersection of approaches to new media and education, and she explores what it means to learn and teach at the networked environment.


Ref: T05P0065