学习-技术-社会:网络化学习研究方法论的演进

Learning-Technology-Society:The Evolution of the Methodology on Networked Learning

方法论的问题是任何学科或领域发展的首要问题,只有正确的方法论才能指引学科、研究和实践的合理发展。诞生于知识社会中的"网络化学习",由于无法满足当前知识生产与消费的需要,由此带来方法论的危机。因此"网络化学习"研究必须回归到学习、技术与社会的关系世界中,对研究方法予以重新审视和考察,从而实现网络化学习研究方法论的创新。已有的网络化学习研究方法论大致可分为两个层面:"学习与技术"和"学习与社会"。围绕"学习与技术",随着传统科学实证主义与行为主义学习理论的衰落,网络化学习研究方法已从单向度研究范式转向双向互动研究范式,后者强调"学习"与"技术"的共同进化;围绕"学习与社会",随着"学习即知识创造"隐喻的诞生和发展,网络化学习研究方法从以"学习"为主的顺承型研究范式转向以"行动"为主的改造型研究范式,后者更重视研究对实践的效应。这些已有的研究范式是累积式的,可以同时代共在。

The methodology is the primary issue for any discipline or research field because only the correct methodology can be the guide for the proper development of disciplines, research and practice. The crisis of methodology on networked learning which was born in the knowledge society appears because the networked learning can＇t meet the demand of knowledge producing and consuming. So the research into networked learning should be returned to the relationship between learning, technology and society to reflect the methodology on networked learning for the innovation of research methodology. After introspection, there are two levels of the methodology. One is learning and technology. The other is learning and society. At the first aspect, the methodology has grown up from the one-dimension paradigm to the bilateral interaction paradigm along with the decay of traditional scientific positivism and behaviorism. The bilateral interaction paradigm addressed the co-evolution of learning and ICT. As for the other aspect, the methodology has brought the learning-oriented adaptive paradigm to the action-oriented transformed paradigm with the birth of knowledge-creation metaphor of learning. The action-oriented transformed paradigm pays more attention to the practice of networked learning. Last but not least, all paradigms are accumulated for contemporary coexistence.