1,720,992 research outputs found
Introducing Phenomenology in Action for Researching Networked Learning
No full textThis chapter introduces the book, providing definitions of the book’s scope and key concepts: phenomenology and networked learning. It briefly contextualises these historically. The book project emerged from a collaboration known as hanfod.NL, and we offer a brief account of its development, including the organisation of an online workshop in 2021, and a double symposium at the 2022 Networked Learning Conference, Sundsvall, Sweden. After highlighting some benefits of bringing phenomenology to networked learning, we present a passage that situates the book within pertinent current debates, seeking to anticipate some responses: that refocusing upon ‘the human’ runs counter to recent posthuman work, which de-centres human agency; that networked learning and other learning technology research already features phenomenological work; and that phenomenology exhibits a Eurocentric bias. The chapter closes with a brief overview of the book’s sections and the chapters within them. In summary, the sections progress from laying out what phenomenology offers to networked learning research, exemplifying topics and approaches taken up in phenomenological studies, and finally showcasing how a phenomenological lens can critically inform and interrogate networked learning practice and research
Networked Learning and Three Promises of Phenomenology
No full textIn this chapter, I consider three ‘promises’ of bringing phenomenology into dialogue with networked learning. First, a ‘conceptual promise’, which draws attention to conceptual resources in phenomenology that can inspire and inform how we understand, conceive of, and uncover experiences of participants in networked learning activities and environments. Second, a ‘methodological promise’, which outlines a variety of ways that phenomenological methodologies and concepts can be put to use in empirical research in networked learning. And third, a ‘critical promise’, which suggests how work done in the realm of critical phenomenology is complementary to and useful for exploring the social justice and emancipatory aims of networked learning researchers. Through this framework, I reflect upon multiple ways in which phenomenology has and might continue to fruitfully inform and shape networked learning research. In doing so, I emphasise that deploying phenomenology in the context of networked learning not only enriches our understanding of networked learning but that phenomenology itself is enriched through testing, finetuning, and expanding its methods, concepts, and understanding, as well as unveiling its own limitations and constraints
Phenomenology in action for researching networked learning
No full textThis book champions phenomenology’s place in networked learning theory, research, and practice. The book illuminates and showcases something of the powerful richness, depth, and novel insights offered by phenomenological perspectives on human experience to invoke a fundamental rethinking of experience in networked learning. It also signals the broader learning technology community to acknowledge and engage with these perspectives.
The editors and authors have collaborated to bring a renewed focus upon the human facet of networked learning. As our world becomes more digitally enmeshed, infiltrated, and contested, the need to investigate and convey, at maximum fidelity, the lived experience of learners, teachers, and other stakeholders in education becomes paramount. Through phenomenological inquiry, we disclose the complex dance between the human and the technical, spotlighting how individuals engage, navigate, and find meaning within virtual yet embodied landscapes. This approach suitably honours the complexity, profundity, and ethicality of human existence in our evolving digital ecologies.
The first section, “Phenomenological Perspectives in Researching Networked Learning” lucidly explains phenomenology and some of its potential affordances. The second section, “Practising Phenomenological Research in Networked Learning”, explicates the tangible practice of phenomenological research into specific phenomena: chapters sample of a select range of studies that also indicate the kind of insights such research can bring to networked learning. The concluding section presents two chapters that denote novel and arresting, “Critical Phenomenological Perspectives on Networked Learning”. Together, these final chapters demonstrate the type of radical challenge that phenomenology can bring to the field, refreshing even networked learning’s most basic conceptions and practices.
With this book, we open a space for anyone who wishes to join us in the wonderful, inspiring, and challenging application of phenomenology within the field of networked learning
Investigating the background:taking a Merleau-Pontian phenomenological approach to networked learning
No full textReflections and Mapping Outputs from Navigating the Phenomenological and Phenomenographic Terrain as a Doctoral Student in a Networked Learning Context;
Get PDFWhilst recognising ”there is no such thing as one phenomenology, and if there could be such a thing it would never become anything like a philosophical technique’ (Heidegger, 1982, p328), the proliferation of various strains of phenomenological and phenomenographic research has resulted in misunderstandings and poor practises, with some authors contradicting each other (Groenewald, 2004). De-mystification of the choices and their implication across the various approaches and techniques is needed. An improved clarity would potentially motivate a more confident and robust application of phenomenology, to the advantage of the networked learning research community and its’ research benefactors. This round-table will provide an opportunity
for researchers to advance the understanding of the potential variants of design, results and value between different phenomenological and phenomenographic approaches adopted in a
networked learning context.
Background
Engaging in phenomenological research is challenging (Caelli, 2001). Despite common roots in the philosophical works of Husserl (1931), Heidegger (1927/1962), and Merleau-Ponty
(1945/1962), methodologically, phenomenology has evolved in many ways. Many novice researchers, even once over the hurdle of a comfortable alignment to a philosophical movement
must then further negotiate many permutations of research design to garner insight on the practicalities and rewards of a phenomenological research study. Despite techniques and
approaches published by heavy-weight practitioners such as van Manen (1990) and Moustakas (1994), it remains a tall order to clearly distinguish between different phenomenological research study designs or identify whether a phenomenological study has been run badly or not.
Problems are exacerbated when attempting to align a phenomenological attitude to networked learning. In contrast, as a second-order research perspective, with a focus on the experience of learning as opposed to learning itself (Marton et al., 1993), phenomenography is more prevalent
than phenomenology in a networked learning context (Dohn, 2006, Oberg & Bell 2012). Analysis of papers submitted to the Networked Learning Conference from 1998-2018 (11 conferences)
reveals only made use of phenomenological methodology, twelve phenomenographic. Discussion of why selected methods were employed was limited or not documented. Part of the
weaker interest in the use of phenomenology in a networked learning context may lie in the aforementioned issues. Possibly this pattern is set to change, with the more recent post-intentional phenomenology offering by Vagle (2016). Underpinned by deleuzoguattarian thinking (Deleuze & Guattari, 2004), the latest phenomenological evolution
concentrates on the ‘variant’ features of a phenomenon, offering the potential to ‘join the conversation about multiplicity, difference and particularity’ (Vagle, 2014)
The goal of the discussion is to surface, in an open and pragmatic way, whether phenomenology is deemed less valuable than phenomenography, or just more difficult or confusing to
administer, and if so, what can be done to encourage its more active employ in networked learning research.
Examples of Questions
1. For what purposes can phenomenological and phenomenographic research design be employed in a networked learning context?
2. What are the issues and challenges presented by the adoption of phenomenological research design in a networked learning context?
3. Compare and contrast various methods and data instruments within a phenomenology and phenomenography study
4. What are the key differences between the results from phenomenographic and the phenomenological analysis?
5. Can or should phenomenology and phenomenography be used together for triangulation purposes?
6. Is there a networked learning research context where a specific phenomenological or phenomenographic approach provides more use or utility than another?
7. How could the networked learning community promote more phenomenological study
Navigating the phenomenological and phenomenographic terrain as a doctoral student in a Networked Learning context
Get PDFWhilst recognising ”there is no such thing as one phenomenology, and if there could be such a thing it would never become anything like a philosophical technique’ (Heidegger, 1982, p328), the proliferation of various strains of phenomenological and phenomenographic research has resulted in misunderstandings and poor practises, with some authors contradicting each other (Groenewald, 2004). De-mystification of the choices and their implication across the various approaches and techniques is needed. An improved clarity would potentially motivate a more confident and robust application of phenomenology, to the advantage of the networked learning research community and its’ research benefactors. This round-table will provide an opportunity for researchers to advance the understanding of the potential variants of design, results and value between different phenomenological and phenomenographic approaches adopted in a networked learning context
Influence of Online Discussion (OD) design for Critical Thinking Skill (CTS) development
Get PDFWith pressures to prepare students for work, life and citizenship in highly interconnected and technology-immersed societies (Scott, 2015), expectations placed on educators to integrate technologies within teaching practices is expected to grow exponentially (Bernard, 2017). Critical Thinking is named as one of the priority skills required (WEF, 2018; Deloitte, 2018). Online Discussion (OD) has become an important pedagogical tool in both distance education courses and for supplementing classroom discourses (Klisc et al., 2017). Whilst some research in to OD use in tertiary education has been shown to enhance critical thinking skill outcomes pedagogical approaches used within these processes are rarely investigated (Kalelioğlu & Gülbahar, 2014; Osborne, 2018). Furthermore little research has been statistically and systematically conducted to examine educator’s conscious efforts to promote interactions in online courses (Cho & Cho, 2016). This causal quantitative case study aimed to investigate the factors which may contribute to or influence an educator’s employ of OD, and how this may impact upon their perception of its contributory value as a critical skill development tool
Authentic Vlogs
Get PDFStudents being trained to work on real problems is a priority for employing graduates. A vlog summative assessment offers learning challenges for critical skills development. Developed for a part-time online MBA module, the professional context vlog (PCV) targets oracy. Students are asked to produce a professional digital communication in a personalized work context. In addition to assessing and comparing submissions from three independent cohorts exposed to two versions of PCV design, the lecturer collected anonymous qualitative student feedback. Students were consistent in reporting improvement in oracy confidence, critical thinking, authentic voice, authority and flow in argument However, past a “sweet spot” of text or media content, the assessment value of the PCV decreases. If a student trades too much time talking in front of the camera with text or media, the level of authentic voice and personal communication confidence is diluted
Entrepreneurship Meets Sustainability: The Dafen School Transformation
Get PDFIn this session participants gain insights into how EntreComp can be employed as a binding force to meet curriculum mandates, specifically in the context of sustainability. They will understand how Dafen Primary School harnessed this framework to cultivate a culture of sustainability and entrepreneurship. Participants will learn about the integration of a climate action project, into the EntreComp framework and curriculum, and the impact on students' understanding of climate change. They will also discover the importance of community engagement in fostering sustainable development, and in doing so, access a roadmap of one school's successful navigation of curriculum change, entrepreneurial education, and sustainability
EntreCompEdu Café - Vlogging as summative assessment with Felicity Healey-Benson
No full textThis video presentation delivered by Dr Felicity Healey-Benson, explains the use of the Professional Context Vlog as a key assessment device to support the development and capture of higher-order thinking development, key to the development of the entrepreneurial mindset. This is part of the EntreComp Cafe series set up to supplement the Erasmus + EntreCompEdu innovative guided learning online course. In this session, opened by Elin McCallum (Bantani Education), teachers and educators from all across the globe join to develop their entrepreneurial education skills
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