Source of image: Making sense of the Rhizome Metaphor for Teaching and Learning
Today our third paper about learning in the Rhizomatic Learning: The Community is the Curriculum MOOC (commonly known as Rhizo14) has been published. Here are links to the three papers.
Third paper: Bell, F., Mackness, J. & Funes, M. (2016). Participant association and emergent curriculum in a MOOC: Can the community be the curriculum? Research in Learning Technology.
Second paper: Mackness, J., Bell, F. & Funes, M. (2016). The Rhizome: a problematic metaphor for teaching and learning in a MOOC. 32(1), p.78-91 Australasian Journal of Educational Technology.
First paper: Mackness, J. & Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis. 7(1), p. 25-38
At the end of our first paper, in which we explored alternative perspectives of learners’ experiences in this MOOC, we wrote:
In future writing, we will explore:
- Interrelated processes of community and curriculum formation in Rhizo14
- The positive and negative effects of emotion and alienation
- Moderation and leadership roles in the design and conduct of de-centred courses
- Distributed spaces, technologies and services in a multi-platform MOOC
- The rhizome as a metaphor for teaching and learning
I think we have written about all these points, although not as separate points and some have been covered more implicitly than explicitly.
All these papers have been published in open journals and have been openly discussed by a group of Rhizo14 participants. I think most researchers would be gratified that their papers are noticed and discussed. At the beginning of the year Veletsianos and Shepherdson (2016) published a systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015 in which they commented ‘that a select few papers are widely cited while nearly half of the papers are cited zero times’. In other words a lot of research goes unnoticed.
It is too early for this research on Rhizomatic Learning to have received a lot of citations. I know from an early paper that colleagues and I wrote about CCK08 (the first MOOC) that it took two years for the paper to be noticed, but since then it has been cited a number of times.
In the meantime these three papers on rhizomatic learning have not gone unnoticed. Currently they are being discussed in the Rhizo15 Facebook group. This is rather ironic, since this third paper raises the problems, based on evidence, associated with using Facebook for discussion. For this reason we have asked for comment and discussion of the papers, which we welcome, to take place on our blogs. Here is the link to Frances’ blog post – http://francesbell.com/research-in-learning-technology/participant-association-and-emergent-curriculum-in-a-mooc-can-the-community-be-the-curriculum/
I have learned a lot, on so many levels, from these two years of research, which has all been voluntary, unfunded and collaborative and which will inform my future work.
Veletsianos, G., & Shepherdson, P. (2016). A Systematic Analysis And Synthesis of the Empirical MOOC Literature Published in 2013-2015. The International Review of Research in Open and Distributed Learning. 17(2), Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/2448/3629