Monthly Archives: October 2010

#PLENK2010 Netagogy

In this paper from pedagogy to andragogy the author says:

The andragogical model as conceived by Knowles is predicated on four basic assumptions about learners, all of which have some relationship to our notions about a learner’s ability, need, and desire to take responsibility for learning:

  1. Their self-concept moves from dependency to independency or self-directedness.
  2. They accumulate a reservoir of experiences that can be used as a basis on which to build learning.
  3. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles.
  4. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (1980, pp. 44-45).

When I first thought about using internet and web as a way of learning, I coined this “pedagogy” as netagogy.  This from pedagogy to netagogy was the first paper written in 1994 that I have reviewed last year.

The forces in place that will affect educational institutions and instruction in particular are many and varied; however, in observing the changes that have taken place in the locating of and instruction about remote information resources, there are some significant transformations to consider. These include the development of greater connectivity and networking in educational settings, the development of global education as an approach to interdisciplinary study, and the virtualization of information through computer mediation.

The growth of the Internet, the global network of networks, has experienced a phenomenal rise in traffic approaching fifteen percent per month [1]. This would give evidence of the influence of expanding computer networks and greater user connectivity. Although one may tend to think of this interconnection of the physical- and application layers as something existing in isolation, John Quarterman has noted that “Networks are not just technology. Faster networks lead to newer services, then new uses, then new communities.” [2]

I would like to attribute my use of Netagogy to this original paper.

Here is the post in 2009 on Netagogy.

Netagogy is the study of netwok and internet-based learning.

The notion is an expansion and interpretation of Connectivism, heutagogy and andragogy.  It is the process of engaging learners with the structure of learning experience in personal, social, international networks, and internet.

Netagogy places emphasis on learning how to learn, with multiple loop learning, personal, social, global and nebulous learning opportunities, a multi-purpose and non-linear complex and emergent process.  A multi-learner interaction coupled with self-directed Netagogy requires that educational and learning initiatives include the innovative and improvement practice of network and internet-based learning and technological skills, as well as learning experience on the multi-faceted perspectives and interpretations on various subject domains in the networks and internet.  These could includeConnectivism, Networked Learning, Social Media Learning, PLE/N (PLENK), Virtual Learning Environment, LMS, Web 2.0, Information and Communication Technology, Mobile Learning and Digital/Online Learning.

This Netagogy helps to develop the capability and capacity of both individuals and networks in personal and social learning with affordances: communicating, engaging, interacting, cooperating and collaborating with others, leading changes necessary for transformational learning under a network and internet based learning ecology.

Further refinements are required on this Netagogy, as these are just my first thoughts.

Your comments are welcomed.

 

Mentoring in a Networked Environment

Here is my response to George’s post on Tutor/Mentor Connection.

Hi George, I have been involved in Mentoring programs for years, have been a mentor in a professional mentoring program for a year, and am still providing mentoring within my organisation.  I also found mentoring very effective in nurturing future leaders.

I have however found some challenges with mentoring in a networked learning environment.  Mentoring does require the setting up of personal goals and personal learning and action plans in order for the mentoring to be “effective”. This should normally be aligned with the personal vision and mission of the mentee, and in the case of corporate business environment, an alignment with the corporate vision and mission, if ever possible is expected or required.  So, in theory, mentoring works best with the collaboration of mentors and mentees, in both achieving the learning and performance goals negotiated and agreed upon in the mentoring process.  However, in a networked learning environment where learner autonomy could be more important than anything else, it would be necessary to make the necessary adjustment in the mentoring relationship that would be based on the mentee’s needs, rather than alignment with any corporate goals or vision, as that might intervene or jeopardize with the personal goals of the mentees.  So, mentoring may be more effective in achieving personal learning goals rather than organisational goals.

Also, the matching of mentors and mentees is a critical factor which could determine the success of a mentoring program, as the relationship established between the mentor and mentee would greatly impact on the outcome of the mentoring.  Personal learning style, personality of the mentors and mentees would also be important consideration in the mentoring matching.

The use of Web 2.0 and social networks could be important platforms for e-mentoring be designed and implemented.  There are also implications such as the skills and literacy gaps between the mentors and mentees.  The concept of zone of proximal development is important here.

Would mentoring be more successful and sustainable under a group (organisation) or networked learning environment?  How would one ensure that such a mentoring program could deliver the outcome expected by the mentee?

More researches may be necessary to understand the impact and implications of e-mentoring in social networks and online education and learning.

John