Adams, Cathy; Gourlay, Lesley; (2024) Exploring Digital Lifeworlds: Doing Postphenomenology in Networked Learning Research. Networked Learning Conference , 14 (1) pp. 1-3.

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Abstract

Networked Learning (NL), originally presented by Goodyear et al. (2004), has recently been reimagined to embrace a richer, more context-sensitive understanding that incorporates the entangled, emergent and “messy” nature of learning (NLEC, Gourlay, Rodríguez-Illera, et al., 2021). Postphenomenology was cited as one of the multiple methodological frameworks relevant to this redefinition. Matthews (in NLEC, Gourlay, Rodríguez-Illera, et al., 2021) recommends postphenomenology for its focus on human-nonhuman mediation and questions of agency in sociotechnical networks. Similarly, Thestrup & Gislev (in NLEC, Gourlay, Rodríguez-Illera, et al., 2021) draw on postphenomenology to reconceive the learning network as a media ecology where “technology, not being neutral, but multistable (Ihde 1990), mediates the perceptions and actions of the participants (Verbeek 2005), and by that co-shapes the space, the connections, and the network” (p. 346). But what is postphenomenology? This workshop will introduce participants to postphenomenology as a philosophy of technology, a theoretical framework, and a pragmatic approach to doing NL research.

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