It is with great relief and gratification our double symposium and phenomenology of practice workshop proposals were accepted for the NLC2022, Sundsvall, Sweden. This was something of a make-or-break moment for our plans and this post celebrates the hard work of our collaborators, now including those who reviewed our work! The two reviewers made excellent comments for us to take forward, into the conference and our hoped for edited collection as part of the Networked Learning Springer book series.
Symposium article index:
- Kyungmee ‘Evocative writing to research lived experiences of networked learning’
- Nina’s ‘Investigating the background – taking a Merleau-Pontian phenomenological approach to Networked Learning’
- Felicity, Mike, Joni and Cathy’s Learner’s experience of Zoom Breakout Room’
- Jean and Greg’s ‘Networked learning in the time of pandemic’
- Greta’s ‘Re-presencing the digital trace in networked learning design’
- Cathy, Sean and Yin’s ‘Tomorrow’s Networked Posthumans: Reflections on Artificial Intelligence and the Digital Well-Being of Young Children’
- Joint live reflection on phenomenology
Cathy, Felicity and Mike will also lead a Phenomenology of Practice Workshop.
We challenge the Networked Learning Conference to greater esteem for and engagement with phenomenology, as ‘wonder in the face of the world’ (Fink in Merleau-Ponty, 2012). We further urge delegates’ attention to phenomenology’s fulsome alignment with the Freirean and Networked Learning concerns for how we think about and face the world, vivifying research and practice. With this in mind, the symposium’s final segment, reserves a place for communal elaborations on aspects of the author’s personal discoveries, taking a cue from van Manen in Author #1, reflexive reliving phenomenology and networked learning. We expect this will reveal phenomenological thematic overlaps among contributors, such as care about experience in networked learning. All papers address the people/tech nexus, even if the technology, to draw upon Stiegler, is pen and paper used in research about networked learning, and the subsequent marks, or traces, that persist.