Twenty-first-Century Learning, Rhizome Theory, and Integrating Opposing Paradigms in the Design of P

Abstract

In a world where Google gives us the answer before we have finished typing the question, what is left to learn? The emphasis on learning has shifted from the individual to the collective. It is not just the individual who learns it is the whole system that learns. In considering how to facilitate such learning, direct instruction and constructivism are often seen as mutually exclusive poles in education. This chapter considers the integration of the two within the context of rhizomatic learning and then presents a framework for the selection of technologies with which learners can construct their own personal learning environments in an information-rich context.

https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-17727-4_49-1