Connecting in rhizomic spaces: peer-assisted learning (PAL) and e-learning in teacher education

Jane Bone, Susan Edwards

Research output: Contribution to journalArticleResearchpeer-review

Abstract

A PAL (Peer-Assisted Learning) project supported research that focused on e-learning and Web 2.0 technologies as part of a pedagogical approach in the context of a tertiary institution. This project responded to a call for a rejuvenation of conventional approaches to pedagogy while teaching an early childhood unit in a large Australian university. In the project a variety of methods, qualitative (interviews and focus groups) and quantitative (on-line survey), were used in order to explore the possibilities involved in learning together in innovative ways. The PAL project is connected here to a rhizome (Deleuze Guattari, 1987). A rhizome is a form of network; it is multiple; and, it is capable of producing surprises. This is reflected in the findings that support the use of technology to create an effective collaborative space and also show that there are advantages to destabilising conventional student/lecturer positions. Finally, this narrative account contributes to a growing literature that connects Deleuze and Guattari s (1987) philosophical ideas to education.
Original languageEnglish
Pages (from-to)54 - 74
Number of pages21
JournalAustralian Journal of Adult Learning
Volume55
Issue number1
Publication statusPublished - 2015

Cite this

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Connecting in rhizomic spaces: peer-assisted learning (PAL) and e-learning in teacher education. / Bone, Jane; Edwards, Susan.

In: Australian Journal of Adult Learning, Vol. 55, No. 1, 2015, p. 54 - 74.

Research output: Contribution to journalArticleResearchpeer-review

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