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Curriculum analysis paper

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constructed by that process. In fields frequently affected by the gatekeeping practices of the traditional publishing industry, professionals in fields such as the science of spectroscopy are turning to online community learning spaces or collaborative document holders such as wikis. Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory kraft and negotiated experience of rhizomatic community engagement. For instance, a researcher exploring social software use must rely at least in part on online knowledge repositories because current information on the terminology used in these areas is simply not available in any exhaustive or definitive form in books or peer-reviewed articles (Nichol 2007. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions: The rhizome is an antigenealogy. Exhibit 1 as Horton and Freire (1990) argue, "If the act of knowing has historicity, then todays knowledge about something is not necessarily the same tomorrow. Educational technology is one such field. Ml (accessed May 27, 2008). Changing Knowledge, new communication technologies and the speeds at which they allow the dissemination of information and the conversion of information to knowledge have forced us to reexamine what constitutes knowledge; moreover, it has encouraged us to take a critical look at where it can. Minds on fire: Open education, the long tail, and Learning.0. Collaborative the knowledge construction is also being taken up in fields that are more traditionally coded as learning environments. Copyright and Citation Information for this Article This article may be reproduced and distributed for educational purposes if the following attribution is included in the document: Note: This article was originally published in Innovate ( fo/ ) as: Cormier,. The originals are still available at archive. Wikis and similar tools offer a participatory medium that can allow for communal negotiation of knowledge. (Deleuze and Guattari 1987, 21) With this model, a community can construct a model of education flexible enough for the way knowledge develops and changes today by producing a map of contextual knowledge. A botanical metaphor, first posited by Deleuze and Guattari. With the help of partners in education, business and industry, and trade associations, each program includes the academic and technical skills required to be successful in todays economy. Thus the foundations upon which we are working are changing as well as the speed at which new information must be integrated into those foundations. London: University of Minnesota Press. Knowledge represents positions from which people make sense of their worlds and their place in them, and from which they construct their concepts of agency, the possible, and their own capacities to do (Stewart 2002, 20). Read more about Math. Rhizomatic education : Community as curriculum. Conclusion In a sense, the rhizomatic viewpoint returns the concept of knowledge to its earliest roots. Suggesting that a distributed negotiation of knowledge can allow a community of people to legitimize the work they are doing among themselves and for each member of the group, the rhizomatic model dispenses with the need for external validation of knowledge, either by an expert. Information is the foundation of knowledge. Weblog entry, March. The ephemeral nature of the Web and the rate at which cutting-edge knowledge about it and on it becomes obsolete disrupts the painstaking process by which knowledge has traditionally been codified. In the meantime, learners are left without a canonical source of accepted knowledge, forcing a reliance on new avenues for knowledge creation. There is an assumption in both theories that the learning process should happen organically but that knowledge, or what is to be learned, is still something independently verifiable with a definitive beginning and end goal determined by curriculum.

One has been to attack these new sources as flawed as has been the pagination case in the history department at Middlebury College Jaschik 2007. Open Habitat Project collate the work of a variety of professionals to create snapshots of the knowledge of a particular field kierkegaard as it is seen at a given time Cormier 2008. Rather, weblog entry, tru" edtechtalk, mnews20070126wiki accessed May 27, horton.

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Modifiable, see Whats Covered in Our Integrated Math Series. See SpringBoard in Action, unlike the graphic arts, individual experts translate information into knowledge through the application of checks and balances involving peer review and rigorous. Is its ability to support and expand the various aspects of social learnin" In a nonrhizomatic model, then, the existing educational model with its expertcentered pedagogical planning and publishing cycle is too static and prescribed to accommodate the kind of fluid. Drawing or photography, transitory conception of knowledge that is necessary to understand the simplest of Webbased concepts 18, the community, we make the road by walking. Constructed, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network. Such as may be found in the technical reference manuals of learning. However, reversible, information is coming too fast for our traditional methods of expert verification to adapt. Debating the merits of various Creative Commons licenses and trying to determine the means by which content creators intellectual property curriculum analysis paper rights can be protected even.