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4-Plex Model of Networked Learning

4-Plex Model of Networked Learning. 4-Plex Model Major Objectives. Provide the infrastructure for an expanded community of practice that transcends boundaries of particular organizations and rigid disciplinary domains

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4-Plex Model of Networked Learning

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  1. 4-Plex Model of Networked Learning

  2. 4-Plex Model Major Objectives • Provide the infrastructure for an expanded community of practice that transcends boundaries of particular organizations and rigid disciplinary domains • Offer ready and timely access to an arena for theoretical discourse based on the mechanisms of cultural storage, dissemination, interchange, and creative addition • Provide transferable credentials as well as a ready means for keeping these credentials current • Carry out the preceding functions in a manner consonant with the geographic, time, and developmental demands of adult professionals

  3. Four Major Components • Question • Theory • Test • Reflection

  4. Matrix of Domains • Are arranged in a matrix designed to indicate a nonlinear movement among each respective domain • Question and test (or vertical) dimension of the diagram is intended to represent the practice domain • Reflection and theory (or horizontal) dimension is intended to represent the academic domain

  5. Question and Test DimensionThe Practice Domain • Vertical axis is wherein problematic situations are encountered • In this arena, questions arise, as do processes for evaluating the effectiveness of potential solutions • This dimension is designed to provide grounding for theory and basis for evaluating the relevance of learning through its direct application in the workplace

  6. Reflection and theoryThe Academic Dimension • Horizontal dimension offers an arena for informing questions derived in the practice domain with relevant literature and research • Also a domain of abstracted or “decontextualized” thought and reflection that affords the chance to examine the problem from multiple critical perspectives • Theory also refers to theoretical reasoning and reflection based on the development of cognitive and epistemological competencies required for knowledge work

  7. Simultaneous Processing • All domains are accessible from all other points in the matrix at all times • Each domain can be used separately or simultaneously in both distal and local arenas • Both academic and practice arenas can be engaged simultaneously through appropriate technologies so that problems encountered at work can be reflected on in the academic environment or vice versa • This dimension of the model is designed to tighten and strengthen feedback loops between academia and complex modern work environments

  8. A/Synchronous Multi-Platforming • Work at any point (or among points) of the matrix can be accomplished by using any appropriate technological media in both synchronous and asynchronous modes • Such media includes network platforms, phone, fax, and email used whenever circumstances, time, and geographic proximity warrant • Dimension of this model is designed to address the need for greater mobility and flexibility in workplace learning through the leveraging of appropriate technologies

  9. Academic Community • Dimension refers to ready access to academic resources such as research libraries, networks, databases, journals, and books • Also includes communities of scholars, practitioners, and researchers engaged through college courses, degree programs, and related support services • This dimension of the model is designed to explicitly conceive of the university as an “infrastructure for expanded communities of practice” that extends beyond traditional practice arenas to encompass various academic disciplines, economic sectors, and social domains • Can be engaged in either physical face-to-face settings or at a distance via electronic means as circumstances warrant • Aspect of the model is also intended to address the need for increased mobility and time constraints of knowledge workers

  10. Practice Community • Refers to colleagues and team members within organizations and also includes professional networks outside of the organization • Dimension of the model is to address the workers’ need for full engagement in professional networks as an integral component of their learning and developmental process • Also addresses the need for learning accomplished outside the organization to be more relevant to the practice domain

  11. Example of the 4-Plex Modelin Action • Central organizing principle of the model assumes that network technologies are, first and foremost, enablers of simultaneous functioning within all domains represented in the matrix • Central point of the model is that learning, enabled by the use of appropriate technologies, is now capable of occurring in both local and distal arenas simultaneously, with virtually seamless feedback between the domains of academia and practice • Network technologies are viewed as more or less transparent tools for dialogue and research • Core competencies of academia and business are also preserved, maintaining their respective autonomy while informing one another in a seamless flow of questioning, theorizing, testing, and reflecting, thereby reconceptualizing the relationship among theory, learning, and practice

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