I am very happy our #change11 MOOC week on rhizomatic learning is now behind us.
For anybody not familiar with this, take a look at some of the excellent electronic ink that has been written on it by Dave Cormier (whose energy is quite contagious and who I admire for all his work over the past week with his postmodern approach to interaction and learning), Jenny Makness, Keith Hamon, Terry Anderson, and John Mak, among countless others.
Yes, I know that rhizomatic learning–learning that that happens without a beginning or end or middle or goal or direction or structure or leadership or objective or focus–will happen regardless of our week ending and our attention moving on to another topic. In fact, this metaphor seems to capture much of the richness (for those of us in the education business, if you will) of learning, though it also demonstrates (for those who like to measure everything in a positivistic or scientific manner) how edu-talk sustains itself without improving (or relating to) anything in the world.
With all this, I am left grasping for what all of this rhizome-talk means for us in practice. In other words, what do I do with this now that I could not do 2 weeks ago? Yes, I now have more of a metaphorical language and have had lots of interesting discussions, and while that may be enough to help move me toward my MOOC goals, I am not sure where all this specific rhizome-talk leads, beyond miring us into swirling chatter that leads both everywhere and nowhere, leaving me a bit unsettled.