Exploring the theory, pedagogy and practice of Networked Learning (book)

Exploring the theory, pedagogy and practice of Networked Learning. (2012) by: Dirckinck-Holmfeld, Hodgson Vivien and McConnel David. Springer Verlag

NOTES FROM THE BOOK

Definition of networked learning

Learning in which information and communications technology is used to promote connections: between one learner and other learners, between learners and tutors, between learning community and its learning resources. P. 6

What is the pedagogic framework can this kind of knowledge underpin?

  • Openness in the educational process
  • Self-determined learning
  • A real purpose in the cooperative process
  • A supportive learning environment
  • Collaborative assessment of learning
  • Assessment and evaluation of the ongoing learning process

One key aspect in network learning is connectivity not only among learners but also among learners and resources.

Chapter 2:

Network learning, stepping beyond the net generation and digital natives (Chris Jones)
There were variations among students within the Net Generation age band and students’s section of tools were related to other characteristics, including age, gender, socioeconomic background, academic discipline and year of study. A limitation or constraint I have to face is that students’ high levels of use and skill did not necessarily translate into preferences for increased of technology in the classroom (Schulmeister, 2010) and a large number os students still hold conventional attitudes toward teaching (Margaryan et al. 2011). The variation that are seen in the research, Jones (2012) argues that patterns of access to, use of and preference for a range of other technologies varied considerably among students of similar age. He argues the argument is not generational in character this is reinforced by a work done by Kennedy et al. (2008). 

 I think that there is a vernacular among young students, they are talking in a digital language, or at least they are communicating with each other in digital format through smart devices and this shapes their social identities which underlies that vernacular. It is very likely that when this vernacular is a natural part of the learning experience there is engagement 

The authors propose two ideas instead of using the “generation” concept. Agency and Affordances. The authors are against of thinking that technology is an independent and external structural factor acting on social forms but not being conditioned by them. They are more in line with the idea that young people are active agents in the process of engagement with technology. Agency

..is concerned with the shaping of processes by the intentions and projects of humans.

For Archer, agency is emergent and cannot be reduced to structure nor vice versa. For him agency is related with the person and the self and social identity. Agent is a subset of personal identity, it is the individual who holds the power to be active and reflexive. With this concept there is no space for technological or social determinism. The author (Jones, et al. 2000) suggest that there might be a relationship between teachers’ approach to teaching and learners’ approach to learning. Margaryan et al. (2011) noted that:

our findings show that, regardless of age and subject discipline, students’ attitude to learning appear to be influenced by the teaching approaches used by lecturers. p. 10

Archer, M. (2002) Realism and the problem of agency. Journal of critical realism, 5, 11-20
Archer, M. (2003) Structure, agency and the internal conversation . Cambridge. Cambridge University Press.

In this chapter the author finds that PLE is opposed to networked learning in relation with the extremely individualised and learner-centric view of learning in comparison with a more social perspective of networked learning. Again in my particular research which will be in the context of the dissertation module, there is a mix of personal and individual learning, a time for quiet and reflexive work and of course a part of a social work but the social work is not very much focused on learning together, co-constructing knowledge as such. I think the focus will be in sharing the knowledge in constructing the PLE and sharing valuable resources and tools used for the dissertation. Still of course under thinking and evaluating all this ideas. 

IMPORTANT –> The way research has been done is through self-reporting method, surveys and interview data. There is a need to step away from there and use new methods to access data that reveals the actual use of new technologies. It must be a way to access in a different way what students do while studying for example. What Judd and Kennedy (2010) call actual rather than reported use. (Logs of on-campus computer) I think in which could be a way to gather data within their devices. 

From this chapter there are articles that I have bookmarked in diigo and some I have put here in the post. There is an important page where there is good evidence that shows that “digital natives” are not a solid reason to make changes in education, one must go beyond this argument and look further.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s