A New Paradigm of Knowledge?

Daniela Pscheida in her presentation on A new paradigm of knowledge? How the web transforms our comprehension of knowledge and the way of academic research  says:

Digitalization and virtual network technologies change not only the way we communicate, get informed and entertain ourselves – they also have modified the conditions under which this is done as well as the standards that are applied to these processes….. Instead of stability, objectivity and institutional authority in the digital sphere timeliness, situational availability and the readiness for active participation do count. One can assume that in the course of this process the social understanding of and approach to knowledge have started to change.

Daniela concludes that:

Fundamental changes in knowledge are taking place

– Semantic Web, Citizen Science and VREs will transform the core structures of academic work and thus probably also the principles and conventions of the understanding and management of knowledge

– Scientists will have to accept that doing e-science is not possible without changing traditional scientific roles and concepts.

Great insights from Daniela.

This research reveals the importance of participation and collaboration among not only the researchers and academics, but the embracing of a participative and collaborative culture which extends to general public and citizens of interests.  The wikipedia and Citizen projects were just some of the examples of pioneer work illustrating the importance of keeping knowledge updated with a wider authorship, with its content being “editable, though controllable or manageable”.  This requires a paradigm shift of “Community Building” and “information sharing” when creating new and emergent knowledge.

What are some of the underlying principles involved in this sort of paradigm shift?  I think the principles could be explained through Paragogy, Peeragogy, Netagogy, where I argued in my previous post, and the learning theory strongly supported through Connectivism here, here and here.

I have also proposed that these acts of “creating knowledge” could be based on Creatagogy. This requires a connective creativity with collective wisdom (Wisdom of the Crowd) and individual creativity and creative learning capacity connected to networks with technology affordance.

I conceive new and emerging knowledge would be created through such “Global Community and Networks” which would be based on an environment, education and learning ecology with a network of learning platforms such as MOOCs (Massive Open Online Courses), MOOCs (Massive Open Online Communities) and MOOP (Massive Open Online Projects) over different spaces, network chains.  I have discussed some of the essential features in my previous post.  This would hopefully lead to the creation of a symbiosis between the educational social community and the more open collaboration on online networks.

Images: Google

#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.

 

CCK09 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 include Connectivism, Networked Learning, Social Media Learning, PLE/N, 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.