FocusConnections with others and content
Principal MetaphorsWhile Networked Learning is explicitly aligned with Situated Learning and related theories, few of its proponents demonstrate deep appreciation of the any specific learning theory. Consequently, direct references to learning are most often suggestive of Folk Theories:
- Knowledge is … material
- Knowing is … mastered material
- Learner is … a connector (in a network)
- Learning is … connecting to/with
- Teaching is … facilitating
SynopsisAs its name suggests, Networked Learning is concerned with the learner’s connections – with other learners, with information, through learning resources, via open communication.
CommentaryNetworked Learning is more a catch-all for popular trends than a coherent perspective on learning or education. Proponents typically tap into prominent Embeddedness Discourses, while at the same time demonstrating little interest in engaging deeply with difficult principles and their potentially disruptive implications.
Authors and/or Prominent InfluencesIvan Illich
Status as a Theory of LearningNetworked Learning points to relevant aspects of a learner’s world, but it doesn’t really go anywhere with them. Thus, it cannot be described as a theory of learning.
Status as a Theory of TeachingSimilar to its treatment of learning, Networked Learning points to but does not engage deeply with elements of the learner’s world that might be managed or influenced by a teacher. Thus, it cannot be described as a theory of teaching.
Status as a Scientific TheoryIt does not appear that Networked Learning offers any assertions or hypotheses that might be investigated.
Please cite this article as:
Davis, B., & Francis, K. (2020). “Networked Learning” in Discourses on Learning in Education. https://learningdiscourses.com.
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