Research in Networked Learning – serie

The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

The chapters in this book are based on selected peer reviewed research papers presented at the 11th biennial Networked Learning Conference (NLC) 2018 held in Zagreb and were chosen as exemplars of cutting edge research on networked learning. The chapters are organized into three main sections: 1) Aspects of mobility for Networked Learning in a global world, 2) Use and misuse of algorithms and learning analytics, 3) Understanding and empowering learners. The three main sections are flanked by chapters which introduce and reflect on Networked Learning as epistemic practice. The concluding chapter draws out perspectives from the chapters and discusses emerging issues. The book focuses on the nature of learning and interactions as an important characteristic sought out by researchers and practitioners in this field.

The chapters in this book are based on selected peer reviewed research papers presented at the 11th biennial Networked Learning Conference (NLC) 2018 held in Zagreb and were chosen as exemplars of cutting edge research on networked learning. The chapters are organized into three main sections: 1) Aspects of mobility for Networked Learning in a global world, 2) Use and misuse of algorithms and learning analytics, 3) Understanding and empowering learners. The three main sections are flanked by chapters which introduce and reflect on Networked Learning as epistemic practice. The concluding chapter draws out perspectives from the chapters and discusses emerging issues. The book focuses on the nature of learning and interactions as an important characteristic sought out by researchers and practitioners in this field.

The chapters in this book build upon selected research papers from the 12th International Networked Learning Conference 2020, hosted by University of Southern Denmark, Kolding. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference such as: new demands on teachers in online and hybrid learning environments; organization of professional learning to meet and reflect on these demands; support of educators and students’ digital literacy; the interaction of human and technological agents in networked learning; and the development of new of networked learning designs to critically and creatively make use of technological possibilities. The book is organized into three main sections: 1) Professional learning, 2) Learning networks’ development and use of digital resources, and 3) Innovating Networked Learning. Preceding the three main sections is a first chapter, which presents a discourseanalysis of how the term “networked learning” has been used in the papers at previous Networked Learning Conferences. The concluding chapter draws out perspectives from the chapters and point to emerging issues within the field of networked learning.

The chapters in this book build upon selected research papers from the 12th International Networked Learning Conference 2020, hosted by University of Southern Denmark, Kolding. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference such as: new demands on teachers in online and hybrid learning environments; organization of professional learning to meet and reflect on these demands; support of educators and students’ digital literacy; the interaction of human and technological agents in networked learning; and the development of new of networked learning designs to critically and creatively make use of technological possibilities. The book is organized into three main sections: 1) Professional learning, 2) Learning networks’ development and use of digital resources, and 3) Innovating Networked Learning. Preceding the three main sections is a first chapter, which presents a discourseanalysis of how the term “networked learning” has been used in the papers at previous Networked Learning Conferences. The concluding chapter draws out perspectives from the chapters and point to emerging issues within the field of networked learning.

This book provides cutting-edge research on networked learning, focusing on issues of sustainability in design for learning, data use, and networked learning connections. It contributes novel theoretical perspectives on networked learning, its role in society and potential for sustainable learning design. It further contributes a set of exemplary empirical cases  - exemplary in terms of their innovative learning designs, pedagogical use of technology in connecting learners, and/or critical reflections on implications of utilizing different technologies to support learning. The book is organized into four main sections: 1) Data and datafication, 2) Sustainable learning design, 3) Sociological perspectives on Networked Learning, and 4) Networked learning in times of lockdown. Concluding the book is a final chapter which points to emerging issues within the field of networked learning, based on discussion of perspectives from the chaptersThe book's focus on the nature of learning and technology-mediated interactions makes it of prime significance to researchers and practitioners in the field of technology-supported teaching and learning.

This book provides cutting-edge research on networked learning, focusing on issues of sustainability in design for learning, data use, and networked learning connections. It contributes novel theoretical perspectives on networked learning, its role in society and potential for sustainable learning design. It further contributes a set of exemplary empirical cases  - exemplary in terms of their innovative learning designs, pedagogical use of technology in connecting learners, and/or critical reflections on implications of utilizing different technologies to support learning. The book is organized into four main sections: 1) Data and datafication, 2) Sustainable learning design, 3) Sociological perspectives on Networked Learning, and 4) Networked learning in times of lockdown. Concluding the book is a final chapter which points to emerging issues within the field of networked learning, based on discussion of perspectives from the chaptersThe book's focus on the nature of learning and technology-mediated interactions makes it of prime significance to researchers and practitioners in the field of technology-supported teaching and learning.

This book champions phenomenology’s place in networked learning theory, research, and practice. The book illuminates and showcases something of the powerful richness, depth, and novel insights offered by phenomenological perspectives on human experience to invoke a fundamental rethinking of experience in networked learning. It also signals the broader learning technology community to acknowledge and engage with these perspectives.The editors and authors have collaborated to bring a renewed focus upon the human facet of networked learning. As our world becomes more digitally enmeshed, infiltrated, and contested, the need to investigate and convey, at maximum fidelity, the lived experience of learners, teachers, and other stakeholders in education becomes paramount. Through phenomenological inquiry, we disclose the complex dance between the human and the technical, spotlighting how individuals engage, navigate, and find meaning within virtual yet embodied landscapes. This approach suitably honours the complexity, profundity, and ethicality of human existence in our evolving digital ecologies.The first section, “Phenomenological Perspectives in Researching Networked Learning” lucidly explains phenomenology and some of its potential affordances. The second section, “Practising Phenomenological Research in Networked Learning”, explicates the tangible practice of phenomenological research into specific phenomena: chapters sample of a select range of studies that also indicate the kind of insights such research can bring to networked learning. The concluding section presents two chapters that denote novel and arresting, “Critical Phenomenological Perspectives on Networked Learning”. Together, these final chapters demonstrate the type of radical challenge that phenomenology can bring to the field, refreshing even networked learning’s most basic conceptions and practices.With this book, we open a space for anyone who wishes to join us in the wonderful, inspiring, and challenging application of phenomenology within the field of networked learning.

This book champions phenomenology’s place in networked learning theory, research, and practice. The book illuminates and showcases something of the powerful richness, depth, and novel insights offered by phenomenological perspectives on human experience to invoke a fundamental rethinking of experience in networked learning. It also signals the broader learning technology community to acknowledge and engage with these perspectives.The editors and authors have collaborated to bring a renewed focus upon the human facet of networked learning. As our world becomes more digitally enmeshed, infiltrated, and contested, the need to investigate and convey, at maximum fidelity, the lived experience of learners, teachers, and other stakeholders in education becomes paramount. Through phenomenological inquiry, we disclose the complex dance between the human and the technical, spotlighting how individuals engage, navigate, and find meaning within virtual yet embodied landscapes. This approach suitably honours the complexity, profundity, and ethicality of human existence in our evolving digital ecologies.The first section, “Phenomenological Perspectives in Researching Networked Learning” lucidly explains phenomenology and some of its potential affordances. The second section, “Practising Phenomenological Research in Networked Learning”, explicates the tangible practice of phenomenological research into specific phenomena: chapters sample of a select range of studies that also indicate the kind of insights such research can bring to networked learning. The concluding section presents two chapters that denote novel and arresting, “Critical Phenomenological Perspectives on Networked Learning”. Together, these final chapters demonstrate the type of radical challenge that phenomenology can bring to the field, refreshing even networked learning’s most basic conceptions and practices.With this book, we open a space for anyone who wishes to join us in the wonderful, inspiring, and challenging application of phenomenology within the field of networked learning.

This book develops selected papers from the 14th International Networked Learning Conference (NLC) 2024 hosted by the University of Malta. It explores the evolving role of networked learning in fostering pedagogies of hope, addressing current challenges like AI in education while imagining new futures. Section 1, Imaginaries in Networked Learning, examines postdigital citizenship, waste stories, and decolonial approaches. Section 2, Crossing Contexts with Networked Learning, highlights how social media, situated readiness, and digital craftsmanship expand learning environments. Section 3, Using AI in Networked Learning, explores AI’s role in teaching from posthuman and multicultural leadership perspectives. Section 4, Experience and agency in Networked Learning, reflects on augmented reality and educators’ lived experiences during crises. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference. This book will be of particular interest to educators and education researchers.

This book posits the idea that networked learning is the one new paradigm in learning theory that has resulted from the introduction of digital and networked technologies. It sets out, in a single volume, a critical review of the main ideas and then articulates the case for adopting a networked learning perspective in a variety of educational settings. This book fills a gap in the literature on networked learning. Although there are several edited volumes in the field there is no other monograph makes the academic case and provides the academic context for networked learning. This volume accomplishes three main goals. First, it assists researchers and practitioners in acquainting themselves with the field. Second, it provides resources for reference and guidance to those not well acquainted with the field. Finally and most powerfully, it also allows for the consolidation of a field that is truly multidisciplinary in a way that maintains coherence and consistency.

The Design, Experience and Practice of Networked LearningEdited by: Vivien Hodgson, Maarten de Laat, David McConnell and Thomas RybergThis book brings together a wealth of new research that opens up the meaning of connectivity as embodied and promised in the term ‘networked learning’. Chapters explore how contexts, groups and environments can be connected rather than just learners; how messy, unexpected and emergent connections can be made rather than structured and predefined ones; and how technology connects us to learning and each other, but also shapes our identity. These exciting new perspectives ask us to look again at what we are connecting and to revel in new and emergent possibilities arising from the interplay of social actors, contexts, technologies, and learning.Caroline Haythornthwaite, University of British ColumbiaDespite creating fundamentally new educational economics and greatly increasing access - teaching and learningin networks is a tricky business. These chapters illuminate the complex interactions amongst tools, pedagogy, educational institutions and personal net presences – helping us design and redesign our own networks. In the process, they take (or extract) network theory from the practice of real teaching and learning contexts, making this collection an important contribution to Networked Learning.Terry Anderson, Athabasca UniversityWhat kinds of learning can social networking platforms really enable? Digging well beneath the hype, this book provides a timely, incisive analysis of why and how learning emerges (or fails to) in networked spaces. The editors do a fine job in guiding the reader through the rich array of theories and methods for tackling this question, and the diverse contexts in which networked learning is now being studied. This is a book for reflective practitioners as well as academics: the book's close attention to the political, pedagogical andorganisational complexity of effective practice, and the lived experience of educators and learners, helps explain why networked learning has such disruptive potential — but equally, why it draws resistance from the establishment.Simon Buckingham Shum, The Open UniversityThe networked learning conference, a biannual institution since 1998, celebrates its 14th year in this volume. Here a range of studies, reflecting networked learning experiments across Europe and other global contexts , show important shifts away from a conservative tradition of Œe-learning¹ research and unpeel dilemmas of promoting learning as an elusive practice in virtual environments. The authors point towards important futures in online learning research, where notions of knowledge, connectivity and Œcommunity¹ become increasingly elastic, and engagements slide across material and virtual domains in new practices whose emergence is increasingly difficult to apprehend.

This ambitious multidisciplinary volume assembles diverse critical-theory approaches to the current and future states of networked learning. Expert contributors expand upon the existing literature by analyzing the ethical aspects of networked learning and the ongoing need for more open, inclusive, and socially engaged educational practice. Chapters explore in depth evolving concepts of real and virtual, the processes of learning in, against, and beyond the internet, and the role of critical pedagogy in improving social conditions. In all, coverage is both realistic and positive about the potential of digital technologies in higher education as well as social and academic challenges on the horizon.Included among the topics:Counting on use of technology to enhance learning.Decentralized networked learning through online pre-publication.The reality of the online teacher.Moving from urban to virtual spaces and back.The project of a virtual emancipatory pedagogy.Using information technologies in the service of humanity.It is no longer a question of "Can technology enhance learning" it's a given that it does.Critical Learning in Digital Networks offers education researchers, teacher educators, instructional technologists, and instructional designers tools and methods for strengthening this increasingly vital interconnection.

This book presents cutting-edge, peer reviewed research on networked learning organized by three themes: policy in networked learning, researching networked learning, and boundaries in networked learning. The "policy in networked learning" section explores networked learning in relation to policy networks, spaces of algorithmic governance and more. The "boundaries in networked learning" section investigates frameworks of students' digital literacy practices, among other important frameworks in digital learning. Lastly, the "research in networked learning" section delves into new research methods in the field.

This book posits the idea that networked learning is the one new paradigm in learning theory that has resulted from the introduction of digital and networked technologies. It sets out, in a single volume, a critical review of the main ideas and then articulates the case for adopting a networked learning perspective in a variety of educational settings. This book fills a gap in the literature on networked learning. Although there are several edited volumes in the field there is no other monograph makes the academic case and provides the academic context for networked learning. This volume accomplishes three main goals. First, it assists researchers and practitioners in acquainting themselves with the field. Second, it provides resources for reference and guidance to those not well acquainted with the field. Finally and most powerfully, it also allows for the consolidation of a field that is truly multidisciplinary in a way that maintains coherence and consistency.

The chapters in this book are based on research papers delivered at the 8th biennial Networked Learning Conference, NLC 2012. It includes numerous case studies furnishing practical tips for the implementation of networked learning.

This ambitious multidisciplinary volume assembles diverse critical-theory approaches to the current and future states of networked learning. Expert contributors expand upon the existing literature by analyzing the ethical aspects of networked learning and the ongoing need for more open, inclusive, and socially engaged educational practice. Chapters explore in depth evolving concepts of real and virtual, the processes of learning in, against, and beyond the internet, and the role of critical pedagogy in improving social conditions. In all, coverage is both realistic and positive about the potential of digital technologies in higher education as well as social and academic challenges on the horizon.Included among the topics:Counting on use of technology to enhance learning.Decentralized networked learning through online pre-publication.The reality of the online teacher.Moving from urban to virtual spaces and back.The project of a virtual emancipatory pedagogy.Using information technologies in the service of humanity.It is no longer a question of "Can technology enhance learning" it's a given that it does.Critical Learning in Digital Networks offers education researchers, teacher educators, instructional technologists, and instructional designers tools and methods for strengthening this increasingly vital interconnection.

The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.