I'm a huge advocate of centrifugal learning models and Connected Learning, and Dave's video prompt brought up an important question with regards to this model. How do we design learning experiences when we don’t know where we’re going?
It seems to run counter to all our experiences with formal education, which are based on homogeneous pathways and set temporal spaces. How to we help learners go somewhere if we don't know where they are going?
I really like some of the posts on this subject so far:
- Embracing Subjectivity (Maha Bali)
- From Squirrels to Rhizomes: An intro to #rhizo15 (Helen J. DeWaard's)
I think Helen gets to the heat of the matter with her declaration, "I will not be neutral in Rhizo15." Centrifugal and Connected Learning requires that I have movement, direction, and momentum. I have to be willing to move outward from the center of the learning network, and to help others do the same. With that in mind, my learning subjectives are:
- I will have a personal point of view that sets a specific direction or outward-bound trajectory within my learning network;
- I will connect with others and, through those connections, gain both momentum and clearer direction for my journey;
- I will keep my options open at all times, and be willing to travel in new directions as my learning network evolves.
