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Using qualitative interviews and focus groups alongside an online survey, the narrative links PAL to “rhizome” thinking and Deleuze & Guattari’s concepts, highlighting how technology can foster effective collaborative spaces and disrupt conventional student–lecturer positions. 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spaces: Peer-assisted learning (PAL) and e-learning in teacher education  \nJane Bone Monash University  \nSusan Edwards  \nAustralian Catholic University  \nA 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 ina 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.  \nKeywords: Peer-assisted learning, early childhood, assessment, Web  \nConnecting in rhizomic spaces: Peer-assisted learning (PAL) and e-learning in teacher education 55  \n2.0 technologies, Deleuze, rhizome  \nIntroduction and background  \nThis is a narrative account of a research project carried out in a situation familiar to educators in tertiary contexts, namely, delivering a new unit to a large class in a formal lecture/tutorial format. Reflection about the uses of Web 2.0 technology is encouraged (Yamamoto, Kush, Lombard & Hertzog, 2010) and these are included and  \nconnect to the philosophical ideas of Deleuze and Guattari (1987) from A thousand plateaus: Capitalism and schizophrenia. Their work influences education, especially in the field of early childhood education (Olsson, 2009), the area of interest here. The application of Deleuze and Guattari’s philosophical concepts is a form of “border crossing” according to Dahlberg & Moss (2005: 23). As they point out, a philosopher like Deleuze took little direct interest in early childhood, but as they also say “we need the provocation of different perspectives, viewing a particular field from across borders”(Dahlberg & Moss, 2005: 23) . The narrative presented here contributes to, and supports, border crossing. We open with a story about teacher educators thrown into a particular and far from unique situation and document the process of turning what might have been disadvantageous into a research project and a successful pedagogical experience. This is an account of a “line offlight enabling one to blow apart strata, cut roots, and make new connections”(Deleuze & Guattari, 1987: 15) . A line offlight presents new possibilities but with risks because the line offlight is unpredictable and “the line offlight …creates or turns into a line of destruction”(Deleuze and Guattari, 1987: 423). A line offlight constitutes a resistance, a desire for something different, a breaking away from the usual norms and expectations.  \nOur findings challenge the stereotypical thought that the use of Web 2.0 technologies saves time and effort and is a preferred mode of learning. Instead we discovered that the neoliberal dream of students choosing to learn connected only to each other and to various websites is only part of the story. The background and preparatory work is described here as the project was set up carefully to promote a Peer Assisted Learning orientation toward teaching and learning (Edwards & Bone, 2012) .  \n56 Jane Bone and Susan Edwards  \nPAL, or peer-assisted learning, is not new and neither is the emphasis on collaboration (Bain, 2004; Boud, 2001; Valli, 1989) . A criti","cbCaioVDMfuxbywo","https://ap.wps.com/l/cbCaioVDMfuxbywo","pdf",190774,21,"English","# Introduction and background\n## The beginning","[{\"question\":\"What was the focus of the PAL (Peer-Assisted Learning) project?\",\"answer\":\"The project investigated e-learning and Web 2.0 technologies as part of a pedagogical approach in teacher education.\"},{\"question\":\"What methods were used to explore learning together in innovative ways?\",\"answer\":\"Researchers used qualitative methods (interviews and focus groups) and a quantitative online survey.\"},{\"question\":\"How does the article connect PAL with Deleuze and Guattari’s ideas?\",\"answer\":\"It links PAL to “rhizome” thinking, emphasizing networks that produce surprises and support collaborative learning while destabilising fixed student–lecturer roles.\"}]","Australian Journal of Adult Learning - Volume 55, Number 1, April 2015 - Connecting in rhizomic spaces: Peer-assisted learning (PAL) and e-learning in teacher education | PDF",1792074637,53]