Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Design and Communication, Head of Centre for Learning Computational Thinking, and Senior Fellow at Danish Institute of Advanced Study, University of Southern Denmark. She holds a PhD in Learning Theory and a Higher Doctorate Degree in Applied Philosophy. She is a member of the Steering Committee of the International Networked Learning Conference and editor of the Springer book series. She currently holds a research grant from Independent Research Fund Denmark for the project Designing for situated computational thinking with computational things. Her main research areas integrate epistemology, learning sciences, web communication, and technology-mediated learning, focusing on the role of tacit knowledge.Jens Jørgen Hansen is an Associate Professor in Knowledge Communication at the University of Southern Denmark. He holds a PhD in educational technology and digitalization. His research areas integrate digital literacy, academic literacy, educational technology and learning sciences with a focus on pedagogical communication.Stig Børsen Hansen is an Associate Professor at the Department of Design and Communication. He holds a PhD in philosophy from Leeds and his primary research interests are theories of learning and philosophy of technology. He is affiliated with the Center for Learning Computational thinking and Center for Culture and Technology at the University of Southern Denmark.Thomas Ryberg is Professor of PBL and digital learning in the Department of Planning at Aalborg University (AAU), Denmark. He is part of the “Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the auspices of UNESCO”. His primary research interests are within the fields of Networked Learning and Problem Based Learning (PBL). In particular, he is interested in Problem Based Learning, and how new media andtechnologies transform our ways of thinking about and designing for Networked and Hybrid Learning. He is co-chair of the International Networked Learning Conference and editor of the Springer book series. He has participated in European and international research projects and networks (EQUEL, Kaledioscope, COMBLE, PlaceMe, EATrain2, ODEdu), and in development projects in South East Asia and Latin America (VISCA, VO@NET, ELAC). Currently, he is engaged in the PBL future project which is developing new directions for PBL in a digital future.Maarten de Laat is Professor and Director at the Centre for Change and Complexity in Learning (C3L), University of South Australia. His research focuses on learning and value creation in social networks. He uses practice-based research methodologies to study the impact technology, AI, learning analytics and social design has on the way social networks and communities work, learn and innovate. Maarten is co-chair of the international Networked Learning Conference and editor of the Springer book series on Research in Networked Learning.

• Foreword.- Introduction.- About the Authors.- Chapter 1. The ties that bind us: a qualitative analysis of the networked learning research.- Part 1. Professional learning.- Chapter 2. From design thinking to design doing: Experiences from an academic staff development programme for blended course design.- Chapter 3. ICT-based boundary crossing in dual VET - Development of a design matrix .- Chapter 4. No size fits all: Design considerations for networked professional development in higher education.- Part 2: Learning networks’ development and use of digital resources.- Chapter 5. Developing collaborative design spaces for teachers’ networked learning.- Chapter 6. Building digital literacy through exploration and curation of emerging technologies: A networked learning collaborative.- Chapter 7. It’s your turn! Supporting social change through networked learning and game playing.- Part 3: Innovating Networked Learning.- Chapter 8. A window on student views of a networked practice inquiryapproach.- Chapter 9. The blockchain university: disrupting 'disruption'?.- Chapter 10. A more-than-human approach to researching AI at work: Alternative narratives for AI and networked learning.- Chapter 11. Exploring enactivism as a networked learning paradigm for the use of digital learning platforms.- Chapter 12. A framework for the analysis of personal learning networks.-  Chapter 13. Conclusion: Conceptualizing and innovating education and work with networked learning.- Index.

Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Design and Communication, Head of Centre for Learning Computational Thinking, and Senior Fellow at Danish Institute of Advanced Study, University of Southern Denmark. She holds a PhD in Learning Theory and a Higher Doctorate Degree in Applied Philosophy. She is a member of the Steering Committee of the International Networked Learning Conference and editor of the Springer book series. She currently holds a research grant from Independent Research Fund Denmark for the project Designing for situated computational thinking with computational things. Her main research areas integrate epistemology, learning sciences, web communication, and technology-mediated learning, focusing on the role of tacit knowledge.Jens Jørgen Hansen is an Associate Professor in Knowledge Communication at the University of Southern Denmark. He holds a PhD in educational technology and digitalization. His research areas integrate digital literacy, academic literacy, educational technology and learning sciences with a focus on pedagogical communication.Stig Børsen Hansen is an Associate Professor at the Department of Design and Communication. He holds a PhD in philosophy from Leeds and his primary research interests are theories of learning and philosophy of technology. He is affiliated with the Center for Learning Computational thinking and Center for Culture and Technology at the University of Southern Denmark.Thomas Ryberg is Professor of PBL and digital learning in the Department of Planning at Aalborg University (AAU), Denmark. He is part of the “Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the auspices of UNESCO”. His primary research interests are within the fields of Networked Learning and Problem Based Learning (PBL). In particular, he is interested in Problem Based Learning, and how new media andtechnologies transform our ways of thinking about and designing for Networked and Hybrid Learning. He is co-chair of the International Networked Learning Conference and editor of the Springer book series. He has participated in European and international research projects and networks (EQUEL, Kaledioscope, COMBLE, PlaceMe, EATrain2, ODEdu), and in development projects in South East Asia and Latin America (VISCA, VO@NET, ELAC). Currently, he is engaged in the PBL future project which is developing new directions for PBL in a digital future.Maarten de Laat is Professor and Director at the Centre for Change and Complexity in Learning (C3L), University of South Australia. His research focuses on learning and value creation in social networks. He uses practice-based research methodologies to study the impact technology, AI, learning analytics and social design has on the way social networks and communities work, learn and innovate. Maarten is co-chair of the international Networked Learning Conference and editor of the Springer book series on Research in Networked Learning.

• Foreword.- Introduction.- About the Authors.- Chapter 1. The ties that bind us: a qualitative analysis of the networked learning research.- Part 1. Professional learning.- Chapter 2. From design thinking to design doing: Experiences from an academic staff development programme for blended course design.- Chapter 3. ICT-based boundary crossing in dual VET - Development of a design matrix .- Chapter 4. No size fits all: Design considerations for networked professional development in higher education.- Part 2: Learning networks’ development and use of digital resources.- Chapter 5. Developing collaborative design spaces for teachers’ networked learning.- Chapter 6. Building digital literacy through exploration and curation of emerging technologies: A networked learning collaborative.- Chapter 7. It’s your turn! Supporting social change through networked learning and game playing.- Part 3: Innovating Networked Learning.- Chapter 8. A window on student views of a networked practice inquiryapproach.- Chapter 9. The blockchain university: disrupting 'disruption'?.- Chapter 10. A more-than-human approach to researching AI at work: Alternative narratives for AI and networked learning.- Chapter 11. Exploring enactivism as a networked learning paradigm for the use of digital learning platforms.- Chapter 12. A framework for the analysis of personal learning networks.-  Chapter 13. Conclusion: Conceptualizing and innovating education and work with networked learning.- Index.

Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Design and Communication, Head of Centre for Learning Computational Thinking, and Senior Fellow at Danish Institute of Advanced Study, University of Southern Denmark. She holds a PhD in Learning Theory and a Higher Doctorate Degree in Applied Philosophy. She is a member of the Steering Committee of the International Networked Learning Conference and editor of the Springer book series. She currently holds a research grant from Independent Research Fund Denmark for the project Designing for situated computational thinking with computational things. Her main research areas integrate epistemology, learning sciences, web communication, and technology-mediated learning, focusing on the role of tacit knowledge.Jens Jørgen Hansen is an Associate Professor in Knowledge Communication at the University of Southern Denmark. He holds a PhD in educational technology and digitalization. His research areas integrate digital literacy, academic literacy, educational technology and learning sciences with a focus on pedagogical communication.Stig Børsen Hansen is an Associate Professor at the Department of Design and Communication. He holds a PhD in philosophy from Leeds and his primary research interests are theories of learning and philosophy of technology. He is affiliated with the Center for Learning Computational thinking and Center for Culture and Technology at the University of Southern Denmark.Thomas Ryberg is Professor of PBL and digital learning in the Department of Planning at Aalborg University (AAU), Denmark. He is part of the “Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the auspices of UNESCO”. His primary research interests are within the fields of Networked Learning and Problem Based Learning (PBL). In particular, he is interested in Problem Based Learning, and how new media andtechnologies transform our ways of thinking about and designing for Networked and Hybrid Learning. He is co-chair of the International Networked Learning Conference and editor of the Springer book series. He has participated in European and international research projects and networks (EQUEL, Kaledioscope, COMBLE, PlaceMe, EATrain2, ODEdu), and in development projects in South East Asia and Latin America (VISCA, VO@NET, ELAC). Currently, he is engaged in the PBL future project which is developing new directions for PBL in a digital future.Maarten de Laat is Professor and Director at the Centre for Change and Complexity in Learning (C3L), University of South Australia. His research focuses on learning and value creation in social networks. He uses practice-based research methodologies to study the impact technology, AI, learning analytics and social design has on the way social networks and communities work, learn and innovate. Maarten is co-chair of the international Networked Learning Conference and editor of the Springer book series on Research in Networked Learning.

• Foreword.- Introduction.- About the Authors.- Chapter 1. The ties that bind us: a qualitative analysis of the networked learning research.- Part 1. Professional learning.- Chapter 2. From design thinking to design doing: Experiences from an academic staff development programme for blended course design.- Chapter 3. ICT-based boundary crossing in dual VET - Development of a design matrix .- Chapter 4. No size fits all: Design considerations for networked professional development in higher education.- Part 2: Learning networks’ development and use of digital resources.- Chapter 5. Developing collaborative design spaces for teachers’ networked learning.- Chapter 6. Building digital literacy through exploration and curation of emerging technologies: A networked learning collaborative.- Chapter 7. It’s your turn! Supporting social change through networked learning and game playing.- Part 3: Innovating Networked Learning.- Chapter 8. A window on student views of a networked practice inquiryapproach.- Chapter 9. The blockchain university: disrupting 'disruption'?.- Chapter 10. A more-than-human approach to researching AI at work: Alternative narratives for AI and networked learning.- Chapter 11. Exploring enactivism as a networked learning paradigm for the use of digital learning platforms.- Chapter 12. A framework for the analysis of personal learning networks.-  Chapter 13. Conclusion: Conceptualizing and innovating education and work with networked learning.- Index.