#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 Connectivismheutagogy 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.


8 thoughts on “#PLENK2010 Netagogy

  1. Pingback: Tweets that mention #PLENK2010 Netagogy | Suifaijohnmak's Weblog -- Topsy.com

  2. Good Points John;
    I’ve used the tag: network pedagogy, but I do think we are entering a new set of understandings that may need us to hash out some new terminology. I think that each new term points out flaws in previous views, but each one also falls short. Andragogy made good points, but not because adult learning is that much different. It is just that children tend to have little power and adults will not put up with being dictated to in similar fashion. Hautagogy also makes good points, but puts too much emphasis on individual self direction as opposed to community and network directed as they interact with the self. Pedagogy is not limited to child learning, but it does put an emphasis on teacher centered learning rather than the chaotic, serindipidous and constancely shifting way we seem to be learning and creating in PLENK and similar encounters. Maybe netagogy can be defined in a way that goes beyond these shortcomings.

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