Thanks for this. A good read and well researched. You did ask for some feedback on twitter so here goes. All through this piece there appears to be a sense of how teachers can marshall or control rhisomatic learning, for example your activity suggests just that. This is, in my view counter intuitive, and perhaps we should just create the conditions for learning (Rogers) rather than set up any specific curriculum or set of strategies. Rhisomatic x is a concept – an idea – a way of thinking about the way we process information, what I mean is that it is based around an ontology rather than an epistemology – being, not doing. Like you I find the ideas for D and G to be very powerful, but I try to see them as embodied in me as a professional, rather than a technique to apply.
No criticism intended, but would value the discussion.