rhizo14 w1

find intro, multiple accesses, and all 6 weeks here:

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rhizo14 w1

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rhizomatic learning is story..

the story of cheating.. has to have a set of rules.. in normal classroom – cheating is taking the answer.. so has to be one answer.. ie: a whole power structure.. – gives the power to the traditions of our culture

science as convention.. we talk about them like they are true.. when we focus on the idea of cheating we get to disrupt all those power issues..

set up a situation where you can’t do it alone.. need to cheat off each other.. have to take it from everyone else… by end of possibility.. not thinking of it as cheating..

95%

cheating? survival?

comment on p2pu site:

wayupnorth

“Cheating-as-learning” merely circumvents the accepted or traditional channels – particularly the top-down instructional and drill-and-kill approach – and utilizes an innovative learning method or path. There is a popular misconception that some skills or knowledge must be learned by a particular method to be legitimately learned – e.g. that memorizing esoteric data is more legitimate than knowing when it’s relevant and how to look it up on a smartphone. The vitriol with which alternate channels of learning are denounced is directly related to the arrogance and/or ignorance of the denouncer.

Cheating as learning is quite a different animal from taking short-cuts to give the appearance of having knowledge or skills one does not really have. Cheating in this case has nothing to do with learning, but does reveal goals which are not aligned with the purpose of the one administering the evaluation. I once saw a Jr. High student passing signals to a fellow student who was taking an eye test. The goal of the tester was to determine if the student needed corrective lenses to succeed in school. The goal of the students was to avoid corrective lenses entirely in order to succeed socially in a culture where glasses were a sign of weakness.

An emphasis on accreditation over learning maximizes this misalignment of goals.

fitting. perhaps…

unhangout #1 – jan 16:

cheating as legacy of the era of scarcity..

what we’re talking about with cheating – is a structure in which a teacher has decided beforehand what is true/not true, what is appropriate, i can only define cheating – then me as learner as a disempowered learner – what i’m doing is not doing what i’m told,.. it’s not about stealing people’s stuff, it’s about being in a situation, in a learning situation, where there is an objective, with an approach/path, and my cheating is going around, finding my own path, that’s the rhizomatic piece, creating my own map..

google doc from session:

49 min – if the answers are everywhere, it’s very difficult to develop a situation where people are cheating..

51:44 – the word definition makes me kooky.. in order to be able to define something, you have to be able to lock it up in a little box

where rhizomatic learning is fundamentally important:

if we think of the end goal (ie: of learning about cheating) as finding a definition/answer.. we’ve left the path of complexity.. we’ve left whatever chance we had trying to get a feeling for what it means.. by trying to box up a part of the meaning.. and cut around the little extra parts… and trying to make it one little thing.

there’s no one thing.

there’s no way we’re going to box that up. there’s no common definition.

discrimination as equity ness

55:45 – what i’m suggesting is – is that if we think about what cheating means, we may find out that it is not in fact cheating. the things we have called cheating, the things that have been defined as cheating in learning, are not actually cheating in the first place.