Emergent outcomes from a field of weeds – or how certainty can emerge from anxiety (a #rhizo15 story)


I have just watched a video of @davecormier where he uses the metaphor of the ‘weed’ as an alternative to the dominant, normative models of curriculum.

In the normative idea of curriculum, curricula ideas (a mix of ontology and epistemology) are reduced to content (syllabus), and learning construed as a linear path from ignorant to knowledgeable, where the teacher is the one who knows.

This normative idea is reinforced through the technology of the Learning Objective. Having just taught a class on LOs and got the participants to re-work their courses in light of this I fell upon a different idea, that of Emergent Outcomes.  Now, I know why Biggs has developed the idea of learning objectives – its intent was to design in equity and not let teachers privilege those who already ‘get it’ and neglect those who don’t.

But it all too readily becomes a closed circuit – as many participants in my class argued.

And that’s when I came across emergent outcomes.  Emergent outcomes are conducive, I feel, to the connectivist approach and rhizomatic learning in that knowledge and learning are seen to emerge from the context of learning or practice.  As is becoming clear to me from exchanges with folks who were on #rhizo14 learning objectives are multiple, located (initially) in each individual (and we know from experience that despite setting LOs for our courses all students will have their own and develop new ones as they go through).

So, as I slowly lean in towards #rhizo15 my objectives are loose.

I have a recent experience that taught me to be open and resist the desire to place too much apparent order on events.  For a moment, during the recent #TJC15 (Twitter Journal Club) my attention was taken away from the buzz of tweets.  On turning back towards the dashboard I realised that I was ‘lost’.  But lost implied that perhaps I SHOULD have control.  But, following Jacque Ranciere, what if I simply enacted openness, rhizomatic thinking, and waited to see what happened?

I stepped back, I waited, and a cluster of words rose up to capture my attention.

Let’s hope I can maintain such equanimity.

the unsettling headiness of #rhizo15


(image: A network diagram showing the distributive nature of Stephen Downes’ and George Siemens’ CCK08 course, one of the first MOOCs and the course that inspired the term MOOC to become adopted. Source: http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/)

The pre-rhizo15 cMOOC chatter builds up and a sense of unease wraps itself around me.

This is another step into the digital scholar space, the #connectedlearning space, the #connectivist space that I have ventured into over the past few (only a few?) months, and which is having a transformative effect on my practice and conceptualisation of my professional identity.

Already there are some good pointers as to how to approach this different mode of educational engagement.  Dave Cormier (is he the instigator/facilitator?) has blogged and produced a neat video on ‘managing’ engagement with #rhizo15 and cMOOCs more generally.

Yet there is still that unease, that nervousness, that “maybe I’ll leave this one till next year” feeling.

I know this anxiety well, and the aversion to unfamiliar situations well.  In my everyday teaching, which is overwhelmingly f-2-f these days I deal with this by building in lots of ‘signposting’ for course participants.  I justify this, reasonably, as providing some clarity of direction so that participants can get to grips with the difficult stuff they will encounter.  This is reasonable, but I know it is me transferring my own sense of panic in new situations.

I take a deep breath and steel myself for the adventure (it will be an adventure won’t it?).

So, what’s the source of my unease?

The lack of an explicit, GIVEN syllabus and objectives provokes both desire and aversion in almost equal measure.  Desire because it is liberating (more on this in a moment).  Aversion because my inner voice is screaming: “BUT WHERE’S THE MAP? WON’T YOU GET LOST? WON’T YOU MAKE A FOOL OF YOURSELF BY NOT GETTING THE RULES OF THE GAME?”.  And of course, that’ s cMOOCs for you, that’s ‘connectivism’.

And yet…and yet am I not also irritated by the (over)abundance of course ‘content’ that yearly I seek to reduce believing, knowing that a richer strain of educational engagement can often emerge when we (learner/teacher participants) are challenged with the invitation/threat of open space?  There has been an intuitive understanding of connectivism that has driven me to open my teaching to more uncertainty (or at least less definitiveness), an approach that has sometimes led to conflict.  It is an approach that underpinned my more creative days as a community educator/artist where I used drama techniques with adults with intellectual disabilities in creating rich and powerful narratives about their lives where all the content and action came from them, and not a learning objective in site.

I have stated that my approach to this uncertain terrain is that of the dérive, a concept that has has guided me over the past year or so professionally and intellectually.


I will meander through this new landscape, slowly picking out the features that resonate with (or frighten) me, and begin to see the social structure of this ‘openness’ – that is see the rules-walls-and-public-spaces.  I will explore the contours of this connectivist mode, and try to grasp (which is impossible) the rhizomatic metaphor, of enjoying its inbetweeness:

‘rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.’ (Deleuze & Guattari ‘Capitalism and Schizophrenia’)


Some useful ideas emerging on #rhizo15