Conditions for productive learning in networked learning environments: a case study from the VO@NET project

Abstract

In this article we bring together experiences from two international research projects: the Kaleidoscope ERT research collaboration and the VO@NET project. We do this by using a shared framework identified for cross-case analyses within the Kaleidoscope ERT to analyse a particular case in the VO@NET project -a training course called "Green Productivity for Industry". Based on the experiences from a Danish research project on workplace learning we argue that the use of ICT within training or certificate courses has predominantly focused on self-study and individual skillacquisition, rather than Problem Based Learning and collaborative learning. The latter approaches seem to be most dominant within higher education master programmes. We argue that the GPIcourse represented a more collaborative and problem based approach and that it featured a good match between structural conditions and the actual pedagogical design, which we call 'adapted PBL'. The notion of PBL we discuss theoretically and relate to the shared analytical framework. This framework we further expand by incorporating three analytical levels or perspectives on design.

Investigation 3. A Relational, Indirect, Meso-level Approach to CSCL Design in the Next Decade

“…Several authors have in recent years pointed to the need to distinguish between space and place in computer networked environments (see, for example, Goodyear, Jones, Asensio, Hodgson, and Steeples, 2001;Jamieson, Taylor, Fisher, Trevitt, and Gilding, 2000;Ryberg and Ponti, 2004). Goodyear et al (2001, Part 8) claim that we should not try to design the elements that are most closely involved in learning itself.…”

“…Participants in a computer network are simultaneously situated at a real point in time and space and displaced from that point in a space configured through the network. Ryberg and Ponti (2004), writing from within the Kaleidoscope project, are interested in the development of social context in networked environments. They comment on Lash (2001) who argues that networks are non-places.…”

What’s Good What’s Bad? Conceptualising Teaching and Learning Methods as Technologies Using Actor Network Theory in the Context of Palestinian Higher Education

“…(Graff and Kolmos 2003: 658) Further actors in the METHODS Project network were PBL theorists and designers who had trialled and tested their design over many years and had working examples to show to participants in the project. The METHODS Project recruited the practice of both students and teachers at the University of Aalborg and their model/operating instructions (Ryberg et al 2006) (see Fig. 1).…”

Teachers’ motives for learning in networks: costs, rewards and community interest

“…Boud and Hager 2012). Therefore, they may align with non-rational motives that emphasise social-normative aspects, such as habits, rituals, traditions or simply the joy of being part of a community (Ryberg et al 2006). Both rational and non-rational motives are explored in this paper.…”

“…There is a growing body of literature on learning in networks (Jones 2015;Ryberg et al 2006). However, this approach appears to have been a rather weakly conceptualised phenomenon for both student teachers and in-service teachers in many countries (Dobber 2011).…”