Networked Learning

Jones, Chris

doi:10.1007/978-3-319-01934-5

Cited by 82 publications

(11 citation statements)

References 170 publications

(265 reference statements)

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“…As a conceptual contribution, the model reveals a significant interrelationship between networked learning, connectivism, and connected learning. It shows how the attention to context (arenas of learning), the learner, and the PLN expand the notion of knowledge construction, distribution, and redistribution (Haythornthwaite & de Laat, 2012;Jones, 2015). By identifying the influence of diverse connections, interactivity, and autonomy, the model indicates the important role of connectivist principles in teachers' professional learning through PLNs (Downes, 2012).…”

Section: Discussion: Implications For the Model Of Learning As A Connmentioning

confidence: 95%

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Teachers as Connected Professionals

Oddone

Hughes

Lupton

2019

IRRODL

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As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers’ needs. Seeking to enhance teachers’ professional learning opportunities, this paper presents a model of learning as a connected professional. The model draws upon the findings of a qualitative case study of 13 teachers who interact with others through a personal learning network (PLN). Theories of connectivism, networked learning, and connected learning underpin the model, which conceptualises the whole experience of learning as a connected professional. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Key characteristics of the experience are practices described as linking, stretching, and amplifying. These practices recur in various ways across all three elements of the model. The model promotes professional learning that is active, interest-driven, and autonomous, meeting personal learning needs while being socially connected. As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers’ needs. Seeking to enhance teachers’ professional learning opportunities, this paper presents a model of learning as a connected professional. The model draws upon the findings of a qualitative case study of 13 teachers who interact with others through a personal learning network (PLN). Theories of connectivism, networked learning, and connected learning underpin the model, which conceptualises the whole experience of learning as a connected professional. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Key characteristics of the experience are practices described as linking, stretching, and amplifying. These practices recur in various ways across all three elements of the model. The model promotes professional learning that is active, interest-driven, and autonomous, meeting personal learning needs while being socially connected.

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Section: Discussion: Implications For the Model Of Learning As A Connmentioning

confidence: 95%

“…Networked learning focuses upon connections between individuals, groups, and learning resources which are mediated by technology (Jones, 2015). In particular, social technologies increase access to information and resources and enable people to work together regardless of time and space (Weeks, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers as Connected Professionals

Oddone

Hughes

Lupton

2019

IRRODL

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“…NL is no exception to this dynamic. Jones (2015), whose work constitutes perhaps the most standard background reference for the manifesto, devotes his first chapter to distinguishing his approach from others (e-Learning and Technology Enhanced Learning in particular). In Table 1, NL intellectual foundations, Networked Learning Editorial Collective (2020) adopts a highly inclusive intellectual background of the field.…”

Section: Another Look At Nl (José Luis Rodríguez-illera and Elena Barberà)mentioning

confidence: 99%

Networked Learning in 2021: A Community Definition

et al. 2021

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“…Networked learning first emerged in the 90s, as a way to describe the growing use of technologies for learning in higher education. It mostly referred to practices that combined ideas from critical theory with an active social role and placed a special emphasis on the individual agency of learners and teachers (Hodgson, McConnell, & Dirckinck-Holmfeld, 2012;Jandrić & Boras, 2015;Jones, 2015). As noted by Hodgson et al (2012) even in its earliest beginnings networked learning alluded to a socio-material dimension, as illustrated by the role of the word 'technology' in its most widely used definition: networked learning involves "learning in which ICT is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources" (Goodyear et al, 2004, p. 3).…”

Section: Multi-layered Assemblages Of Artefacts Tools Ideas and Peoplementioning

confidence: 99%

“…These elements may be abstracted through the three dimensions of design (set, epistemic and social), and at learntime, this assemblage is likely to influence what learners do, think and feel. Importantly, networked learning activity may emerge through participation in diverse social contexts, through learner's engagement in a range of tasks, through their conversations, and their reflections (Hodgson & McConnell, 2019;Hodgson et al, 2012;Jones, 2015). These processes may take part whilst people are at schools, universities, libraries, museums, cafes, workplaces, ILEs, or as part of everyday life.…”

Section: Materials and The Learning-whole In Actionmentioning

confidence: 99%

Performativity of Materials in Learning: The Learning-Whole in Action

Carvalho

2021

J. New Approaches Educ. Res.

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Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.

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Networked Learning

Cited by 82 publications

References 170 publications

Teachers as Connected Professionals

Teachers as Connected Professionals

Networked Learning in 2021: A Community Definition

Performativity of Materials in Learning: The Learning-Whole in Action

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