Browsing by Author "Kennedy, Jolie"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks
    (2016-08) Kennedy, Jolie
    The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. Literature from online, mobile, and networked learning, as well as formal and informal learning, personal learning networks and environments, and interaction and interactivity supported the research. The conceptual framework comprised of complexity theory, motivation theories (Keller, 1987; Malone & Lepper, 1987; Maslow, 1943), learning theories (Bandura, 1986; Dewey, 1938/1997; Duffy & Cunningham, 1996; Lave & Wenger, 1991; Siemens, 2005), and theories of identity (Rogers, 1959; Wenger, 1998). The philosophical commitments of this study adhered to a phenomenological philosophy of technology (Ihde, 1979) and a post-intentional phenomenological philosophy and methodology (Vagle, 2014). A review of phenomenological research and postmodern/poststructural thought in the learning design and technologies field further supported the design of this research study. The aim of this interpretivist inquiry was to explore the question: how might connectedness take shape in personal learning networks? Six doctoral students from a public, four-year institution in the Midwest participated in three waves of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews conducted via synchronous video. A post-intentional methodology (Vagle, 2014) that included a whole-part-whole process, a post-reflexive journal, and a post-intentional data analysis technique of chasing lines of flight (Deleuze & Guattari, 1987; Vagle, 2014) was used to analyze and synthesize the data, as well as interrogate the tentative manifestations. The findings consisted of four tentative manifestations: connectedness in context, connectedness as motivation, connectedness as learning, and connectedness as identity. In the tentative manifestation of connectedness in context, lived experiences included immersiveness and characteristics of complex adaptive systems: emergence, self-organization, adaptive co-evolution, self-similarity, dynamic non-linearity, and systemic interconnectedness. In the tentative manifestation of connectedness as motivation, the findings encompassed the needs for safety and freedom, esteem through belonging, self-actualization, and the desire for being-in-the-know. Connectedness as learning was experienced through agency, forming goals, observing and modeling, reciprocating, seeking and finding multiple perspectives, discovering serendipitous surprises, and generating syntheses. Connectedness as identity was experienced as an evolving self-concept and identity through practice.
  • Thumbnail Image
    Item
    I CARE 2.0: Facilitating Online Learning in Higher Education
    (Association for the Advancement of Computing in Education (AACE), 2014) Kennedy, Jolie
    Hoffman & Ritchie’s (1998) I CARE model helps facilitators think about the way they design their online courses and interact with learners. The five-step model affords organization to a dynamic online environment, which is helpful for novice and seasoned online instructors and learners. The I CARE model is customized with constructivist approaches and integrated with contemporary social learning technologies in a weekly class agenda format. The instructor (I) introduces the content with a video and sets the context for the lesson. Learners (C) connect to their prior knowledge and (A) apply new knowledge through personalized active learning and authentic assessments. Students (R) reflect on the lesson topic. Learning is (E) extended through an evaluation of the experience or through a guided micro-blog activity. Theories, examples, and options for customization are discussed.
  • Thumbnail Image
    Item
    Seven Traits of Personal Learning Environments for Designing Quality Online Learning Programs: A Systems View of Connectedness
    (IGI Global, 2019) Kennedy, Jolie
    This chapter reports on research findings that illustrate a system view of connectedness across personal, professional, and academic contexts with implications for designing quality online learning programs. Connected learners organically blur the line between formal and informal learning when they call on their social networks and engage in online learning systems towards goals in their personal, professional, and academic lives. The phenomenological study referenced in this chapter is framed by complexity theory and grounded in research on complex adaptive systems applied to educational contexts. Examples of lived experiences illustrate how being connected in a personal learning environment is experienced as immersion in a complex adaptive system. Implications and recommendations for quality online learning programs are discussed.