Rhizomes, nomads, and complexity

Abstract

Today, we live in an era characterized by unprecedented technological development and the rise of artificial intelligence mediated technosocial spaces. In this context, it becomes more and more evident we need a different conception of learning that shifts the focus from the consumption of disembodied knowledge to the catalyzation of personal and collective development through the formation of meaningful and transformative synergies. knowledge exists only in a web of relationships and education's primary goal should be to facilitate the development of learning communities where students can engage in meaningful relational activities with their peers and with the world outside.Rhizomatic learning networks are self-organized collectives able to demonstrate emergent properties like novelty and innovation. In this article, we try to envisage a new nomadic pedagogy for the 21 st century that facilitates the development of learning rhizomes, negentropic islands in an entropic environment, self-organized and evolving learning organizations. We suggest there is something in learning that you can realize, understand, and take advantage of, only if you look at it as the developmental process of a living rhizome.

Gaming in multicultural classrooms with refugee and migrant children: Exploring the potential of culturally tailored serious games as spaces for second language acquisition

“…As far as the role of the educator is concerned, teaching in the era of Artificial Intelligence, educators have to transform into mediators, who will facilitate their learners develop and grow through a more humanistic and culturally sensitive approach (Brailas, 2023;Gentile et al, 2023). Τhe educator should be by their side to pose questions, provide resources, give extra support to some students in the form of an extra required intervention, and help students manage their time and collaborate with each other (Shi & Blau, 2020).…”

“…This is what Gros (2006) has mentioned about the modern learning environments, which transform the educator from the 'sage of the stage' to the 'guide on the side'. In this way, the educator along with the refugee students co-create their learning community, an autopoietic system with emergent properties (Brailas, 2023).…”