Networked learning

Networked learning as a flexible learning strategy

Network learning (FL) is working together in a relational way to enhance student’s learning (Wikipedia). It allows for groups of students to work collaboratively together regardless of their physicality. de Laart (2006) defined networked learning as: “how internet-based information and communication technologies are used to promote collaborative and co-operative connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources, so that participants can extend and develop their understanding and capabilities in ways that are important to them, and over which they have significant control” (p.8).

Although NL has been around for several decades, since the insurgence of the digital age with computers, multiple devices and social networking being commonly used by students, FL has changed to meet the growing and different formats of the electronic media. One of the pedagogical theories that relates to NL is ‘Connectivism’ which Wikipedia defines as “knowledge[that] exists in the world rather than in the head of an individual”.  Some time ago, I would have argued that my theory of pedagogy was more along the line of ‘Constructionism’ where individuals create their own knowledge from their research and experience; but after reviewing the work on social media’s impact on learning, I can appreciate how Connectivism is a valid pedagogical theory.

Siemens (2004) is a theorist who introduced Connectivism into the pedagogical world and explained the principles as the following:

• “Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.” (Siemens, 2004)

Using Connectivism as an approach to teaching and learning could see all students contributing to a project by creating connections and developing a network/project together. It is a way of bringing a group of students together (networking) with the aim of collaborating on a project.

This year in the 1^st year primary care paper, groups of 2 or 3 students undertook a community profile of specific parts of the Dunedin area. They researched the background of the community including demographics and the resources in the community, and then presented their findings back to the tutorial in the form of a PowerPoint. Most students have got cellphones and used these to take photographs of various things that represented their community. However, when we did a quick survey of the class earlier in the year, only 5-6 of the 18 had smartphones. This was a bit of a hindrance for us at the time, but I don’t believe it needs to be if the subject matter is different and using different approaches, like using social media to engage the groups. The social media that I think could be useful is facebook, wikis, blogs, twitter or flickr using situated learning as the framework.

Another term that could be used for NL is ‘collective learning’, which is referred to as learning in communities, learning in networks and learning in teams (de Laart, 2006). All of these forms of learning are appropriate in a tertiary education like OP. Network learning is where several people who share a common goal/interest meet to solve a problem. Whereas team learning is more task based with each member taking on a specific task; for example the scenario above where the teams undertook a community profile would be considered team learning. The capacity to use network learning for the 1^st year primary health care paper might include developing scenarios or case study to meet the learning outcomes of the paper, where each member can analyse and contribute to an identified issue (for instance the ageing process or child development milestones) with everyone’s work contributes to the bigger picture, thereby leaning together.

The lecturer’s role with NL is that of a facilitator of the students’ learning. The lecturer will provide and initiate the scenario and once the students have been introduced to the method of contributing to the medium, will then probe, question and reflect on the students’ learning.

References:

De Laart, M. (2006). Networked Learning. Politite.  Retrieved from: http://telearn.archives-ouvertes.fr/docs/00/19/01/66/PDF/De_Laat_2006.pdf

Siemans, G. (2004). Connectivism: A learning theory for the digital age. International Journal for Instructional Technology and Distance Learning. Retrieved from:

             http://www.elearnspace.org/Articles/connectivism.htm

Wikipedia: Connectivism: Retrieved from: http://en.wikipedia.org/wiki/Connectivism

Wikipedia. Networked learning. Retrieved from: http://en.wikipedia.org/wiki/Networked_learning