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:

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