You may have heard about rhizomatic learning but don't know exactly what it is or what it is used for.. Rhizomatic learning refers to the biological metaphor of a rhizome, where the stem of a plant takes roots and shoots to become strong and grow, something that will make it become a new plant. As for rhizomatic learning, it is a way of learning where people develop skills to solve new problems.
For the teacher or professor who uses rhizomatic learning, it will require the creation of an educational environment where there are study plans and a good knowledge of the subject where students are fully involved in their learning. Learning that can be rebuilt for the benefit of students dynamically depending on the changing variants of the context where the students are.
Learning takes place in society and in a network. Within rhizomatic learning, it is built and rebuilt all the time because it is based on the changing conditions of the environment, on the needs that students have at any given moment. It is going further from the social, it is a pure learning that is modified, altered and connected in a natural way. CWith this type of learning, formal learning is felt as informal.
Knowledge must be taken to the roots and that is why neuroeducation has a lot to contribute in order to understand the meaning of rhizomatic learning. If the rhizomes are connected, it is connected with a community, in a network. Like the impact that the Internet has on people's lives, where everything is connected, where we are all connected and where there is the largest network in connection.
A metaphor in the way of learning
If you are interested in learning theories and instructional strategies with existing social conditions, you really know that there is a lot of work to be done and to understand. Existing theories, including connectivism, constructivism, constructivism, and the earlier idea of ​​rhizomatic learning. All of this loosely alludes to both the potency and inherent chaos of crowds of people in terms of their learning.
Direct instruction depends on the credibility of two important parties from the student's perspective: the teacher and the curriculum. More optimistically, in a homogeneous scheme of students through a classroom where they must learn knowledge connected to each other.
Rhizomatic learning is not interested in a data-driven instructional strategy that you want to teach in a one-way way so that students learn in a results-based method and not so much in the design or process of the same.
The magic of joint learning
Teachers analyze the content areas they want students to know about. In one study, 30 students of the same age and geographic location were placed and asked to say what domain knowledge they had regardless of their origin, their willingness to learn, their interests or the mental schemes they had.
Once all this is clear, the magic of learning appears since it is a pre-evaluation of the resulting data with constant monitoring to review the planned instructions ... the data does not lie and will help to improve the content depending on the needs of the students.
The complexity of learning
In this rhizomatic learning, the complexity of the human experience, the proximity of people, the purest learning process that can be had, is admitted. In this, it is not so much learning theory as it is an intelligent and precise metaphor that describes learning as having neither beginning nor end. It is held that students have diverse and different needs and that they must be taken into account to satisfy them no matter how noble or difficult this may sound.
One person will be the referee among the students (the teacher) and all will be connected to a common core and equivalent academic standards to enhance community learning. The challenge for teachers in rhizomatic learning is to recognize that students come from different backgrounds, that they need different things and that when you take all of this into account you will know what is most important to create the magic of learning.
Within rhizomatic learning, knowledge can only be negotiated because it is a process of personal knowledge creation with constantly negotiated mutable and local goals.