In this chapter we pursue and discuss a number of pertinent questions raised in a recently published book on Networked Learning Practices. In this book the editors contrast a current trend towards personalisation and individualisation of learning with a focus on mutual interdependency and collaboration amongst networked learners, and ask which directions designers of Networked Learning should take. Related to this, they express concerns with notions of Personal Learning Environments, asking whether these might erode collaborative or communal patterns of interaction and the commonality of experiences among students. We continue these discussions by critically examining recent ideas articulated by researchers promoting the notion of 'connectivism', as this concept has strong relations to the recent popularisation of web 2.0. Terms such as 'connections', 'networks', 'sharing', learner-centric', 'collaboration', 'participation' seem to be shared between Networked Learning theory and connectivism. We argue, however, that there are subtle, but fundamental differences in how these terms are understood, which might have implications for pedagogical orchestrations of networked learning. In particular, we query into different understandings and values around the 'interactional interdependencies' between people, and how we should orchestrate networked learning in Higher Education. In doing so, we provide examples from our own practice to discuss how we might address or dissolve dichotomies, such as between individualisation and collaboration, and how ideas from networked learning and connectivism can inform each other.
, has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended learning and are characterised by a short time cycle of design, delivery and completion. Despite a recent addition of learning design expertise to the organisation, there is a predominant tendency in design processes to focus on the technical setup, the content and the participants, and very little on the role of the teachers. The teachers' role is challenged by a number of issues in relation to the growing use of blended and online learning, e.g. the task of facilitating the learning processes of the participants in new ways; a higher degree of exposure as the teacher often becomes the sole point of contact in online environments; communication skills needed to facilitate dialogue and collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-creation of new learning designs require skills which many lecturers do not have when they enter the design team for the first time, among others skills to articulate their pedagogical principles and technological imagination. Over time, we in our roles as learning designers in the School of Continuing Education have developed, tested and refined a technique for user involvement in the design work, and teachers now work with our professional learning designer and course producer on redesigning courses or creating new module or courses. In these collaborative design processes, we have identified a number of challenges, which will be dealt with in our paper.
Feltet Learning Design har de seneste år inspireret adskillige uddannelsesudviklingsprojekter på de videregående uddannelser i Danmark. Dette er bl.a. synliggjort gennem to numre af Tidsskriftet Læring og Medier (LOM) med dette fokus i 2016. Imidlertid eksisterer der divergerende opfattelser af, hvad Learning Design er. Dette skyldes på den ene side en tilsvarende divergens i den internationale forskning og praksis, der har inspireret udviklingen i Danmark; og på den anden side at Learning Design er blevet integreret med den allerede eksisterende pædagogiske forskning og praksis i dansk kontekst. I denne artikel til jubilæumsnummeret af LOM redegør vi for tre hovedtilgange inden for Learning Design i dansk sammenhæng: "Pedagogical patterns", "Underviseren som designer" og "Didaktisk design". De tre tilgange er eksemplificeret ved hjælp af i alt fire cases fra videregående uddannelsesinstitutioner i Danmark. Vi argumenterer for, at der på tværs af de tre tilgange er seks kendetegn, der gør sig gældende: Inddragelse og operationalisering af pædagogisk teori, Undervisere som aktive og bevidste designere i en designproces, Fokus på de studerendes læring, Inddragelse af designredskaber, Bæredygtighed samt Teknologi i undervisningen.
This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University's IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose of this cooperation was conceived from an organisational desire to establish a virtual learning environment (VLE), where it was possible, to build activities and underpin the pedagogical approach. Another perspective was to further improve the communication between the administration, teachers and students. This paper will highlight the development process and some of the didactic considerations undertaken for the implementation. The evaluations undertaken during the process will also be presented, along with the results collected in the use of Moodle to highlight the educational changes.
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