Networked learning Prof Chris Jones interview
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Networked learning draws on a range of learning theories and can accommodate different perspectives from individual to social and from sociomaterial to sociocultural. It was developed in the 1990s-2000s initially in the UK and Canada as a way to describe learning mediated by digital networks. The UK perspective, developed at Lancaster University, focused on designing accredited courses and programs for online learning through institutions like the Open University. The Canadian perspective, developed by Downes and Siemens, took a more free-form and connectivist approach beyond traditional institutions. While initially a narrow category, networked learning has endured and remains applicable to most organized or institutional forms of learning today as they increasingly incorporate digital technologies and online interactions.
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Networked learning Prof Chris Jones interview
- 1. NETWORKED LEARNING INTERVIEW WITH PROFESSOR CHRIS JONES
- 2. HISTORICAL DEVELOPMENT AS A BACKDROP
- 3. ARTEFACT #1 – A COMPUTER DEVICE + DIAL-UP • “First device I was bought, was an Apple Mac standalone PC” with a dial-up network, phoning from Liverpool to Manchester to access First-class conferencing 1990s
- 4. ARTEFACT #1’ DEVICE+ (DEVICE PLUS NETWORK) • laptop + dial-up then wireless card, then wireless network at university • 2004/5 Lancaster University starting to roll out wireless network on campus • 2005 – broadband installed at home • Key aspect: device connected to the network • Connecting power & value of (connected) networks • Artefacts/Devices are important – in so far as acting as windows to other worlds/devices = device+ [only makes sense with the network connection] 2000s
- 5. ARTEFACT #2 – CD-ROMS (BANDWIDTH LIMITATIONS: SOFTWARE AND MULTIMEDIA APPLICATIONS) • Chris arrived to Open University in 2005 • Course on Information Technology and Society – videos provided on CD-ROMs and sent to students (networks not yet able to deal with multimedia files) • Students had to download software – got these on CD-ROMs eg winzip etc. • Today: software applications and multimedia seamlessly on web/wireless/mobile networks ~2005
- 6. ARTEFACT #3 – CSALT BOOKLET • CSALT = Centre for Advanced Learning Technology • MSc in Advanced Learning Technology • I arrive at Lancaster at 1999, formalised during / as a result of a JISC project. • not using the notion of networked Learning; this grouping that formalises the UK the notion of Networked Learning (there is a more open / Canadian variation) • Come back to this later! 2001
- 7. DEFINITION: NETWORKED LEARNING • Copy here
- 8. Networked learning ontologies epistemologies ‘big’ theories theories of learning theories of learning (in/with technology) analytical frameworks methodology method ‘small’ theories Ethnography Activity theory Vygotsky / Engestrom – expansive learning ETHNOGRAPHY, ACTIVITY THEORY AND NETWORKED LEARNING Phenomenography
- 9. Networked learning ontologies epistemologies ‘big’ theories theories of learning theories of learning (in/with technology) analytical frameworks methodology method ‘small’ theories Ethnography Activity theory Vygotsky / Engestrom – expansive learning ETHNOGRAPHY, ACTIVITY THEORY AND NETWORKED LEARNING Phenomenography Activity theory Communities of Practice Sociomaterialism ANT
- 10. WHAT KIND OF BEAST IS NETWORKED LEARNING? • Theory – a ‘localised’ theory • Doesn’t have a unique theory of learning behind it • Draws on a range of theories of learning • Not married to any particular ontology / epistemology • Created 1990s-2000s in a particular context – but a pliable theory to accommodate huge technological changes since then, as well as drawing on a range of theories
- 11. MACHINE: HUMAN Networked Learning symmetry asymmetry activity theorysociomaterialis m actor-network theory can accommodate both spectrums INDIVIDUAL | SOCIAL sociomaterial sociocultural/technical individual (psychology) individual in a social contextNetworked Learning:
- 12. Canada: George Siemens, Stephen Downes (connectivism) – influenced by Ivan Illich De-schooling society’ Lancaster & Sheffield: Networked Learning (HE and professional learning): (New Zealand : https://en.wikipedia.org/wiki/Networked_lear ning) Free-form, beyond ‘institution’al boundaries validated, accredited
- 13. UK NETWORKED LEARNING • Lancaster / OU • Chris Jones, V Hodgson • Institutional, accredited • E.g. OU courses or CSALT • Focus on design: you can design for learning, but it has to be enacted (Goodyear, P) CANADIAN NETWORKED LEARNING • Athabasca • Stephen Downes, George Siemens • Free-form, connectivism • E.g. cMOOCs • Design aggregates enacted
- 14. WHEN NOT SUITABLE TO USE NETWORKED LEARNING? • Networks for other purposes (NOT learning, e.g. commerce etc.) • Forms of learning which are completely place-based and f2f. • Where there is no mediation using digital network tehnologies. At the time quite narrow ‘category’ – but most organised or institutional forms of learning are now mediated in some form!
- 15. WHAT’S GOOD ABOUT NETWORKED LEARNING? NETWORKED LEARNING AND TEL • Lasted long!! • NL vs e-learning • NL va TEL • NL vs online learning • Other outdated/aged terms: asynchronous learning etc.
- 16. ‘NETWORKS’: MY CONFUSION CLEARED UP A BIT • Networked learning – the kind of learning that happens to learners via interactions through digitally connected network devices • Social networks (can be digital or not) – not the focus • ‘Learning networks’ – bit of both? • Network = as a [social] group of people • [digital] network = cables, wifi, mobile network
- 17. GENERAL HIGHLIGHTS • Theories – are individual / group of people’s views • Wikipedia anecdote (‘Networked Learning’ Chris Jones contra NZ chap) • Always in a historical context
Notas del editor
- The story is about the shift from Device + network, then to Bandwidth + access to network + software access via network ...made possible via tech
- One of the reasons I brought those paper documents [refers to CSALT booklet] - the networked learning that I am used to was the Open University, it was Lancaster and it was embedded in an institution that had forms of ratification, you had to have your course validated. It carried credentials which were guaranteed [warranted?] by an institution. It made use of an infrastructure that belonged to that institution or was at least licensed by that institution.
- "How is it that the person who is within Networked LEarning understand what they are doing?" Using - what is now a very degraded term: experience - so they way it's [experience] used currently is almost like the customer experience, the student experience. I would argue that there isn't a student experience, there are many student experiences. And Networked Learning was very much interested in understandign that. Because it's only by understanding that by understanding that [many experiences] that you can design for that. So you have to understand how networked learing are enacted in order to design more successfully. 37:14 There is a notion of iterative design. You design, see what happens and design again. There is a standard action research design.
- Activity theory: a theory of interaction with artefacts In NL- learning cannot be designed for (Peter Goodyear) Phenomenography was the origin of that (could connect here eg with ethnography or activity theory as a means of analysing how learning hppens in NL) = which is looking at where we might deploy ethnography in place of phenomenography, or where we might employ activity theory as a means of analysing
- Activity theory: a theory of interaction with artefacts In NL- learning cannot be designed for (Peter Goodyear) Phenomenography was the origin of that (could connect here eg with ethnography or activity theory as a means of analysing how learning hppens in NL) = which is looking at where we might deploy ethnography in place of phenomenography, or where we might employ activity theory as a means of analysing
- Networked Learning is a different order of theory if you like. Isn't a grand theory, it is a specifically located theory. In its articulation in Lanc, Sheffield, in UK about higher education and professional learning. One of links to CHAT is the focus that Engestrom has on professional learning. So the consultancy around the research lab. Interweaving.
- Individual in a social context Networks as physical structures (not virtual concepts) And networks not an abstract things but as real physical structures by means of which we do these things. One of the deep connections we do these things in NL, is that understanding the material structures in which we do these things. ANT: symmetry that machines can be just the same as and can be agents AT: asymmetry: human agency , AT would say that we can delegate agency to machines but there is a distinction practised by humans and the sorts of agency that we find in machines.
- NZ chap on Wikipedia = argues that NL is 'social network learning'. So you could have [exchange of philosophical letters in the 18th century could be Networked Learning] in that there was a social networks by way of artefacts were transferred and people could learn in the exchange between them. [great example of how theories change as new people ‘adopt and interpret them, plus Wikipedia not necessarily being valid] I argue quite strongly that NL as we understand it is specifically associated with digital networks. It is to do with computing and network technology, it is not simply social networks. It is about the way....we interact with, interface with artefacts, resources, and it's about the ways we mediate interactions with people. Those things can only be done by computer networks in the way we understand. The UK School = CSALT, a research group at Lancaster University, UK, associated with the Networked Learning Conference series and several edited collections, defined networked learning as "learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources. The boundaries for NL relate to the technology. I don't think you can have networked learning without technology. Athabasca,Canadian School of NL =develops more or less autonomously. So they don't attend Networked Learning Conferences, they have sort of loose interactions via ; feeds into the earliest cMOOCs. So it's probably Downes, Siemens. The way developed things, ...is very libertarian, it's imbued by a certain source of politics (with a small p). So he would criticise Silicon Valley, but the notion of connectivism that Siemens articulates and the notion of networked learning that Downes articulates is very much: you put people together and they will learn. So it refers back to what you are saying, when is this Networked Learning? Canadian approach = de-university approach of NL. Take it away from the institution, we are better off without the VLE. Addition: the notion of 'the learning is in the connections' is an important addition to Networked Learning.
- So you have to understand how networked learning are enacted in order to design more successfully. 37:14 There is a notion of iterative design. You design, see what happens and design again. There is a standard action research design.
- A network which is not engaged in any form of learning but being used for other purposes. Commerce for example, e.g. logistics change across the world use all sort of network technologies to organise themselves. There may be some incidental learning. But it's not really made use of the learning. The other extreme is forms of learning which are completly place-based and f2f. Where there is no mediation using digital network tehnologies. NL deals with what was at one time quite a narrow category. One of the ways in which more confusion has come in is bcause most organised or institutional forms of learning are now mediated in some form [of technology].
- That's why NL has a purchase. Why it's still useful. That's why it has lasted so long as it has. Although it's a topic area and it draws on a variety of different theories; so it's looking at learning which it takes place through digital networks; it's looking at this narrowed - that's become such as large object of study. There is such a wide variety of terms used so I think in this discussion you used e-learning. Which NL in some sense was constructed against. NL vs e-learning: E-learning is an interesting one. E-learing became dominant as a notion when the web took over from the internet as the primary focus, so once the web begins to develop, lots of hte interactive practices that emerged for learning, were sidelined with point and click. A relatively non-interactive, this is how you can access and download (e=analogue/digital, as in e-commerce; could it use television?). But NL is not about analogue, it’s about digital computing, not broadcast => clear interactive sense. NL vs TEL NL persisted because of the deficiences of other ways of framing it. Networked Learning is an alternative construction to TEL. [tva - what does normative mean? Chris in TEL 'enhanced' is confusing = could mean morally better? superior? The original conception of TEL, notion of enhanced is not clear. Initially, the defs provided for TEL - another unsatisfactory term. There is confusion built in to it. Adrian Kirkwood and Sian Bayne articles - they have tackled this in recent years.] NL persisted because of the deficiences of other ways of framing it. The U version would be online learning. Online learning is where you downloaded stuff. Students use online in two different things. Interact with device whether or, not on the network. NL Online learning - has become dated, where NL stayed current.