Potential Abstract: This research article investigates the intersection of virtual androgogies in education through the lenses of open data, postcolonial perspectives, and visualization. As online and blended learning environments become increasingly prevalent, understanding how these technologies can be utilized to enhance adult learning experiences is crucial. Our study aims to critically examine how virtual environments can be designed to support andragogical principles, particularly in the context of adult education and professional development. We also consider the implications of using open data in educational settings, exploring the potential benefits and challenges of incorporating data-driven approaches to improve teaching and learning outcomes. Moreover, we adopt a postcolonial perspective to interrogate power dynamics and knowledge production within virtual androgogies, shedding light on how these technologies may perpetuate or challenge existing hierarchies and inequalities. By employing visualization techniques, we seek to enhance our understanding of complex data sets and patterns, offering insights into how educators and researchers can leverage data visualization tools to communicate information effectively and promote deeper engagement among adult learners.
Potential References:
- A transdisciplinary androgogy for leadership development in a postmodern context
- Through a critical lens: Indigenist research and the Dadirri method
- Information Brouchure
- Global Citizen Digest
- Lifelong learning in a globalized world: The need for critical social theory in adult and lifelong education
