Networked inquiry: connected thinking

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Just like I told you last week, registrations for the online Course in Networked Teaching and Learning which I coordinate and teach are open

It’s about networks, not ICTs. The base for this course is my work on Networks and community of inquiry which I presented at the first Connected Learning Summit in 2018.

In education, economy and different realms officials and politicians keep talking about ICTs. As any other concept, ICT started in an economic and historical context different from today’s informational economy (as Castells argues)

Talking about ICTs was new or understandable in the ’90s. We listened about “applying TICs” to any activity Today, it’s more about networks

Interconnection is disruptive Networks (not just social media networks such as Facebook and Twitter …) dominate aour economy, politics and society These networks are formed by communication technologies of all type

This is why we can talk about a news experience in learning and teaching I want you to know that I started to work on this in 2017 and in 2018 was published I didn’t imagine the pandemic COVID19 to come.

Even though now there’s a boom in this themes that push education to go online, teachers and specialists had always a skeptic vision towards this, meaning, how technology could reframe educational practice and the relationship with students Most renowned experts in community of inquiry were reluctant to see technology as part of a new context for it How is this possible? I wonder, and I wondered, therefore I decided to advance in this model Even philosophers such as John Dewey, Matthew Lipman, say that all social practice is historical, meaning, defined by a context Lipman model is based in educating citizens It was born in the ’60s. Is the student of those times the same as today?

In particular, I decided to use a philosophical framework made in Mendoza and Argentina: the framework of the community of inquiry, as it was taught in Philosophy with Children and Young People

Philosophy allow us to make questions in order to rethinkg educational practice through interconnection That’s why my course is based in Networked Inquiry, even though I added the name “Teaching and Learning” to make it broader

Inquiry, philosophy, allow us to question theoretical and methodological approaches by technical or virtual innovations Some of this approaches are quite behavioral Inquiry allow us to go beyond nwtworks as tools, to question what happens with teaching and learning as social activities

The proposal, then, has certain procedure and conceptual framework for pedagogy and didactiacl strategies Is not about an app or platform for students to learn It’s about the teacher-students dynamic they enable If you’re interested you can ask for th eprogram here

Foto destacada de Media Lab Prado en Flickr

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