May had long been circled in my diary as my “phenomenological month,” and it truly lived up to this billing—an incredible journey crystallizing months of writing, engagement, and meticulous planning. The anticipation built over the preceding moons commenced on an exceptionally high note. Mike, my co-founder at hanfod.NL, and I welcomed the esteemed Professor Cathy Adams of the University of Alberta, essentially phenomenological royalty, to a picturesque and sunny Swansea Bay, setting the stage for the highly anticipated Phenomenology of Practice Workshop in Cardiff later that week.
The workshop, drawing researchers, practitioners, and educators from a breadth of fields, turned out to be the enriching and thought-provoking experience hoped for. Cathy’s extensive expertise and passion for phenomenological inquiry guided us through the philosophical underpinnings and practical research techniques with clarity and wisdom. She elucidated core concepts and demonstrated methods like developing phenomenological research questions, gathering rich lived experience descriptions, and uncovering experiential meanings and structures. The diverse perspectives and engaging discussions fostered an atmosphere of curiosity and respect for the complexities of human experiences. The workshop provided participants with philosophical depth and practical methodologies to pursue insightful qualitative inquiries into the meanings of lived experiences across disciplines, expanding the reach and impact of hanfod.NL.
A significant milestone followed with the celebration and public reveal of the Springer Networked Series co-edited book with my hanfod.NL and editing team – Dr. Mike Johnson (Cardiff University), Professor Catherine Adams (University of Alberta), and Professor Nina Bonderup Dohn (University of South Denmark). Titled “Phenomenology in Action for Researching Networked Learning,” we pre-launched it at a Valletta Reception in Malta as we concluded a roundtable discussion on the book with esteemed discussants: Professor Lesley Gourlay, Dr. Maria Cutajar, Professor Emeritus Vivien Hodgson, and Professor Mark Vagle. Their insightful reflections not only reinforced the value of phenomenological perspectives in understanding the intricacies of human experiences in digital learning environments but also affirmed the timeliness and potential impact of our offering. The discussants highlighted how the book provides a comprehensive exploration of phenomenological inquiry tailored specifically to the realm of networked learning. Their feedback underscored the book’s potential to open new pathways for researchers and educators seeking to deeply understand and design transformative digital learning experiences grounded in lived experiences.
In addition to further phenomenological research shares, I was also gifted time to collaborate with students from the Masters in Open & Networked Higher Education (MONHE) program at the University of Malta. This engagement allowed me to facilitate a series of reflective exercises centered around my developing CPD card pack – a card-based professional development resource grounded in my doctoral hermeneutic phenomenological inquiry into facilitating higher-order thinking skills (HOTS) and an entrepreneurial mindset in students. This journey began with an introductory session, where I provided background on the cards and showcased their distinctive elements. This allowed students to engage in independent reflection, journaling their insights. In addition to individualized feedback, I was also able to facilitate a peer reflection, creating a space for the students to exchange and build upon their individual reflections in a collective dialogue. I also gathered their final reflections on how the CPD cards prompted contemplation of assumptions, challenges, and growth areas regarding their positionality and practices in HOTS learning spaces. The MONHE students’ willingness to delve into their lived experiences enriched my own understanding and left me inspired by the possibilities that lie at the intersection of technology and higher education.
As we move into the second half of the year, I am filled with a sense of excitement and anticipation. The connections forged, the knowledge gained, and the ongoing dialogues have opened new horizons. Phenomenology has proven itself to be a powerful lens through which we can explore the intersections of technology, education, and human cognition, offering a pathway to understanding the lived experiences that shape and are shaped by these interwoven domains. I look forward to continuing my phenomenological journey, fostering and nurturing collaborations, and contributing to a growing body of knowledge that bridges theoretical insights with practical applications, positively shaping the future of education in our increasingly digital world.
Felicity
Emergent Thinkers.com 