Phenomenology in Action for Researching Networked Learning
Johnson, Michael, Healey-Benson, Felicity, Adams, Catherine
- 出版商: Springer
- 出版日期: 2024-08-15
- 售價: $4,970
- 貴賓價: 9.5 折 $4,722
- 語言: 英文
- 頁數: 215
- 裝訂: Hardcover - also called cloth, retail trade, or trade
- ISBN: 3031627792
- ISBN-13: 9783031627798
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商品描述
This book champions phenomenology's place in networked learning theory, research, and practice. The book illuminates and showcases something of the powerful richness, depth, and novel insights offered by phenomenological perspectives on human experience to invoke a fundamental rethinking of experience in networked learning. It also signals the broader learning technology community to acknowledge and engage with these perspectives.
The editors and authors have collaborated to bring a renewed focus upon the human facet of networked learning. As our world becomes more digitally enmeshed, infiltrated, and contested, the need to investigate and convey, at maximum fidelity, the lived experience of learners, teachers, and other stakeholders in education becomes paramount. Through phenomenological inquiry, we disclose the complex dance between the human and the technical, spotlighting how individuals engage, navigate, and find meaning within virtual yet embodied landscapes. This approach suitably honours the complexity, profundity, and ethicality of human existence in our evolving digital ecologies.
The first section, "Phenomenological Perspectives in Researching Networked Learning" lucidly explains phenomenology and some of its potential affordances. The second section, "Practising Phenomenological Research in Networked Learning", explicates the tangible practice of phenomenological research into specific phenomena: chapters sample of a select range of studies that also indicate the kind of insights such research can bring to networked learning. The concluding section presents two chapters that denote novel and arresting, "Critical Phenomenological Perspectives on Networked Learning". Together, these final chapters demonstrate the type of radical challenge that phenomenology can bring to the field, refreshing even networked learning's most basic conceptions and practices.
With this book, we open a space for anyone who wishes to join us in the wonderful, inspiring, and challenging application of phenomenology within the field of networked learning.
商品描述(中文翻譯)
本書倡導現象學在網絡學習理論、研究和實踐中的地位。書中闡明並展示了現象學視角對人類經驗所提供的強大豐富性、深度和新穎見解，促使對網絡學習中的經驗進行根本性的重新思考。它同時也向更廣泛的學習技術社群發出信號，呼籲他們承認並參與這些視角。
編輯和作者們合作，重新聚焦於網絡學習的人性面向。隨著我們的世界變得越來越數位化、滲透和充滿競爭，調查和傳達學習者、教師及其他教育相關者的生活經驗，以最高的真實性變得至關重要。通過現象學的探究，我們揭示了人類與技術之間的複雜互動，突顯個體如何在虛擬但具體的環境中參與、導航並尋找意義。這種方法恰如其分地尊重了人類存在在不斷演變的數位生態中的複雜性、深刻性和倫理性。
第一部分「研究網絡學習的現象學視角」清晰地解釋了現象學及其潛在的優勢。第二部分「在網絡學習中實踐現象學研究」闡明了對特定現象進行現象學研究的具體實踐：各章節範例展示了一系列研究，並指出這類研究能為網絡學習帶來的見解。結尾部分呈現了兩章，標示出新穎且引人注目的「網絡學習的批判性現象學視角」。這些最終章節共同展示了現象學能為該領域帶來的激進挑戰，甚至刷新網絡學習最基本的概念和實踐。
藉由本書，我們為任何希望加入我們在網絡學習領域中應用現象學的美妙、啟發性和挑戰性的人士開啟了一個空間。
作者簡介
Mike Johnson is a Lecturer in Information Management and Teaching at Cardiff University's School of Healthcare Sciences, UK. He was first introduced to phenomenology during his teacher training in Bath in 1997. 20 years on, his PhD thesis project required a return to the likes of Heidegger, which, in the light of his longstanding commitment to the networked learning conference community, caused him to notice a gap in the take up of phenomenological concepts and methodologies in networked learning research. His pioneering research has delved deep into the digital interactions of healthcare students, unveiling their unique experiences of using mobile phones for academic work. Mike's approach to teaching is innovative and grounded, blending an acute insight into knowledge work with information technology to emphasize the purposeful and critically reflective adoption of technological tools in the academic landscape.
Felicity Healey-Benson is Lead Researcher and Entrepreneurial Learning Champion at the International Institute for Creative Entrepreneurial Development, University of Wales Trinity St David, UK. Her expertise spans leadership and management development in undergraduate and postgraduate programs, including HRM, enterprise, and sustainability leadership. She is co-founder of 'Hanfod.NL' and the 'Harmonious Entrepreneurship Society'. Felicity recently completed a doctoral hermeneutic phenomenological study of the lived experience of lecturers in Higher Education facilitating Higher Order Thinking Skills (HOTS) in learners. Her findings, presented in her 'persona vignette' format, provide evocative insights and support reflective practice. With her passion for phenomenology and education, Felicity aspires educators to enhance teaching practices through the lens of phenomenological understanding.
Cathy Adams is a Professor of educational computing in the Faculty of Education, University of Alberta, Canada. Her research investigates digital technology integration across K-12 and post-secondary educational environments; ethical and pedagogical issues involving digital technologies including Artificial Intelligence; and K-12 Computing Science curriculum and computational thinking (CT) pedagogy. Cathy employs a range of posthuman/postdigital methods in her inquiries including interviewing subject-objects, postphenomenology, phenomenology of practice, media ecology, and other new materialist and sociomaterialist approaches.
Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Design, Media and Educational Science, Head of Centre for Learning Computational Thinking, and Chair of Danish Institute of Advanced Study, University of Southern Denmark. She holds a PhD in Learning Theory and a Higher Doctorate Degree in Applied Philosophy. She is a member of the Steering Committee of the International Networked Learning Conference and editor of the Springer Research in Networked Learning book series. She has a track record of publication in high-profiled international journals and books. She currently holds a research grant from Independent Research Fund Denmark for the project Designing for situated computational thinking with computational things. Her main research areas integrate epistemology, learning sciences, web communication, and technology-mediated learning, focusing on the role of tacit knowledge.
作者簡介(中文翻譯)
Mike Johnson 是英國卡迪夫大學醫療科學學院的信息管理與教學講師。他在1997年於巴斯進行教師培訓時首次接觸到現象學。20年後，他的博士論文項目需要重新回到海德格爾等人的研究，這使他在長期致力於網絡學習會議社群的背景下，注意到現象學概念和方法在網絡學習研究中的應用存在空白。他的開創性研究深入探討了醫療保健學生的數位互動，揭示了他們在學術工作中使用手機的獨特經驗。Mike 的教學方法創新且扎實，將對知識工作的敏銳洞察與信息技術相結合，強調在學術環境中有目的且批判性地反思技術工具的採用。
Felicity Healey-Benson 是英國威爾斯三一聖大衛大學國際創意企業發展研究所的首席研究員和創業學習倡導者。她的專業領域涵蓋本科和研究生課程中的領導與管理發展，包括人力資源管理、企業和可持續發展領導。她是「Hanfod.NL」和「和諧創業社會」的共同創辦人。Felicity 最近完成了一項博士的詮釋現象學研究，探討高等教育講師在促進學習者高階思維技能（HOTS）中的生活經驗。她的研究結果以「角色小傳」的形式呈現，提供了引人深思的見解並支持反思實踐。憑藉對現象學和教育的熱情，Felicity 希望教育者能透過現象學理解的視角來提升教學實踐。
Cathy Adams 是加拿大阿爾伯塔大學教育學院的教育計算教授。她的研究探討了數位技術在K-12及高等教育環境中的整合；涉及數位技術（包括人工智慧）的倫理和教學問題；以及K-12計算科學課程和計算思維（CT）教學法。Cathy 在她的研究中採用了多種後人類/後數位方法，包括訪談主體-物件、後現象學、實踐現象學、媒體生態學以及其他新物質主義和社會物質主義的方法。
Nina Bonderup Dohn 是丹麥南方大學設計、媒體與教育科學系的學習與資訊通信技術教授，並擔任計算思維學習中心的主任及丹麥高級研究所的主席。她擁有學習理論的博士學位和應用哲學的高級博士學位。她是國際網絡學習會議的指導委員會成員，也是Springer網絡學習研究書系的編輯。她在高知名度的國際期刊和書籍上有著豐富的出版紀錄。她目前獲得了丹麥獨立研究基金的研究補助，用於「設計情境計算思維與計算事物」的項目。她的主要研究領域整合了認識論、學習科學、網絡通信和技術媒介學習，專注於隱性知識的角色。
