The Design, Experience and Practice of Networked Learning
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The chapters in this book are based on research papers delivered at the 8th biennial  Networked Learning Conference (NLC) 2012. Twelve papers from the conference were chosen as exemplars of cutting edge research on networked learning. The selected papers expand the scope of what has been identified as and written about NL to encompass more clearly social connectivity and social networking in learning, delivering a book with less of a technology perspective. 
The papers in the book are presented by researchers and research practitioners from across the globe. Major foci of the papers are…mehr

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Produktbeschreibung
The chapters in this book are based on research papers delivered at the 8th biennial  Networked Learning Conference (NLC) 2012. Twelve papers from the conference were chosen as exemplars of cutting edge research on networked learning. The selected papers expand the scope of what has been identified as and written about NL to encompass more clearly social connectivity and social networking in learning, delivering a book with less of a technology perspective. 

The papers in the book are presented by researchers and research practitioners from across the globe. Major foci of the papers are linked to some of the other the major themes of the NLC 2012 conference, such as: Theories and Methodologies for Research in Networked Learning; Practice-Based Research Learning in Social Networks and Networked Learning; Impact on Learning of Networked Technologies; Embedding Networked Learning in Public and Private Settings; Work- Based Networked Learning and Professional Development; Problem-Based Networked Learning; Networked Learning for Sustainability; Globalisation and Interculturality in Networked Learning; Participation and alienation in Networked Learning.
The Design, Experience and Practice of Networked Learning

Edited by: Vivien Hodgson, Maarten de Laat, David McConnell and Thomas Ryberg

This 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 Columbia

Despite 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 University

What 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 University

The 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 e-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 community¹ become increasingly elastic, and engagements slide across material and virtual domains in new practices whose emergence is increasingly difficult to apprehend.

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Tara Fenwick - University of Stirling.

The chapters in this volume explore new and innovative ways of thinking about the nature of networked learning and its pedagogical values and beliefs. They pose a challenge to us to reflect on what we thought networked learning was 15 year ago, where it is today and where it is likely to be headed.

Each chapter brings a particular perspective to the themes of design, experience and practice of networked learning, the chosen focus of the book. The chapters in the book embrace a wide field of educational areas including those of higher education, informal learning, work-based learning, continuing professional development, academic staff development, and management learning.

The Design, Experience and Practice of Networked Learning will prove indispensable reading for researchers, teachers, consultants, and instructional designers in higher and continuing education; for those involved in staff and educational development, a
Autorenporträt
Vivien Hodgson is Professor of Networked Management Learning in the Department of Management Learning and Leadership at Lancaster University Management School, UK and visiting Chair at E-Learning Lab, Aalborg University, Denmark. Vivien has coordinated and participated in many 'e-learning' research projects in both Europe and Latin America. She has written extensively in international journals on open and collaborative approaches to learning and the importance of dialogue and critical reflection in the design and process of networked learning. She is the co-editor of the new Springer book series on networked learning and recently stood down as one of the founding co-chair of the international bi-annual conference series 'Networked Learning' She is on the editorial board of several journals and on the Steering Committee of SOLAR (Society for Learning Analytics Research). From 1995 and 1998 she was seconded to the Socrates programme of the European Commission in Brusselswhere she was responsible for the Open and Distance Learning (Minerva) Action Maarten de Laat is full Professor at the Open Universiteit of the Netherlands. He is director of the Social and Networked Learning research programme, which concentrates on exploring social learning strategies and networked learning relationships that facilitate professional development in the workplace. His research is focused on informal learning in the workplace, lifelong learning, professional development and knowledge creation through (online) social networks and communities and the impact technology, learning analytics and social design has on the way these networks and communities work, learn and create value. He has published and presented his work extensively in research journals, books and conferences. He is co-chair of the international Networked Learning Conference as well as co-chair of the minitrack Social Media & Learning at the HICSS conference. Maarten is also a member of thesteering committee of SoLAR (Society for Learning Analytics Research). David McConnell is a researcher and practitioner in networked learning. He has written extensively on teaching, learning and assessment in higher education and has published over 80 papers in refereed journals and co-authored several books. His monographs Implementing Computer Supported Cooperative Learning (Kogan Page, 2nd edition 2000), and E-Learning Groups and Communities (Maidenhead, SRHE/OU Press 2006) received enthusiastic acclaim. David has participated in a wide variety of internationally funded research projects concerned with e-community developments, intercultural Sino-UK pedagogy and networked collaborative learning. He was the founder and co-chair of the Networked Learning Conference series and is the co-editor of the Springer Book Series on Researching Networked Learning. David has held professorial posts at the universities of Sheffield, Open, Lancaster and Glasgow Caledonian, and is currently Associate Professor and Director of Programs in the Teaching and learning Centre, University of Canberra Australia. Thomas Ryberg is Professor mso in the Department of Communication and Psychology at Aalborg University (AAU), Denmark. He is part of the research centre: "E-learning lab - Center for User Driven Innovation, Learning and Design" (www.ell.aau.dk). His primary research interests are within the fields of Networked Learning, Problem Based Learning (PBL), Computer Supported Collaborative Learning (CSCL) and Technology Enhanced Learning (TEL). He is co-chair of the International Networked Learning Conference and member of the Aalborg PBL Academy Management Board. He has participated in European and international research projects and networks (EQUEL, Kaledioscope, COMBLE, PlaceMe, EATrain2), and in development projects in South East Asia and Latin America (VISCA, VO@NET, ELAC). In particular, he is interested in Problem Based Learning, and how new media and technologies transform our ways of thinking about and designing for Networked and Hybrid Learning.
Rezensionen
"This is an invaluable overview of research in the field of networked learning. It's a very accessible introduction to the mix of theory, pedagogy and experimental practice that characterises this field. I recommend it highly to all researchers interested in contemporary developments in educational technology, collaborative learning, and the entanglement of digital tools and resources in human activity." (Peter Goodyear, Technology, Knowledge and Learning, Vol. 20, 2015)