Networked Learning in 2021: A Community Definition

Gourlay, Lesley; Rodríguez-Illera, José Luis; Barberà, Elena; Bali, Maha; Gachago, Daniela; Pallitt, Nicola; Jones, Chris; Bayne, Siân; Hansen, Stig Børsen; Hrastinski, Stefan; Jaldemark, Jimmy; Themelis, Chryssa; Pischetola, Magda; Dirckinck‐Holmfeld, Lone; Matthews, Adam; Gulson, Kalervo N.; Lee, Kyungmee; Bligh, Brett; Thibaut, Patricia; Vermeulen, Marjan; Nijland, Femke; Vrieling-Teunter, Emmy; Scott, Howard; Thestrup, Klaus; Gislev, Tom; Koole, Marguerite; Cutajar, Maria; Tickner, Sue; Rothmüller, Ninette; Bozkurt, Aras; Fawns, Tim; Ross, Jen; Schnaider, Karoline; Carvalho, Lucila; Green, Jennifer K.; Hadžijusufović, Mariana; Hayes, Sarah; Czerniewicz, Laura; Knox, Jeremy

doi:10.1007/s42438-021-00222-y

Cited by 72 publications

(10 citation statements)

References 99 publications

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“…In sociomaterial terms, a learning space is made by material, digital and social relations that shape the formats (Lamb and Ross 2021 ) and boundaries (van de Oudeweetering and Decuypere 2019 ) of the learning experience. Thus, learning is configured as ‘situated and embodied’ (Networked Learning Editorial Collective (NLEC) et al 2021 ), while at the same time being ‘distributed’ (Ferrara and Ferrari 2017 ) and ‘emergent’ (Biesta 2010 ). New configurations of learning spaces mean new actors involved and new possibilities for the learner.…”

Section: Learning Within Hybriditymentioning

confidence: 99%

“…This process also entails the negotiation of conflicting views within the university, corresponding to different values driving imaginative and otherwise desirable futures (Barnett and Bengsten 2020 ). Several scholars defend critical, emancipatory educational traditions, insisting on the intertwinement of humans, technologies and collaborative joint engagements in valued activities (Gallagher et al 2021 ; Networked Learning Editorial Collective (NLEC) et al 2021 ). Others argue that ethical practice, conceived as affective encounters, is at the core of academic work and post-anthropocentric educational processes of knowledge production (Taylor 2019 ).…”

Section: Teaching In the Hybrid (Future) Universitymentioning

confidence: 99%

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Teaching Novice Teachers to Enhance Learning in the Hybrid University

Pischetola

2021

Postdigit Sci Educ

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Hybrid learning spaces are often associated with ‘blended’ education and defined by the presence of a mediating technology. In this paper, we shift the focus from technology to practice in the search for a relationist perspective that understands hybrid space as emerging from a sociomaterial assemblage. In this perspective, learning and teaching involve blurred boundaries and spatiotemporal configurations in a context of radical uncertainty. The paper presents a qualitative study of an ongoing project called Teknosofikum, a course/concept for the professional development of novice higher-education teachers in Denmark. The project addresses the complexity of distributed learning in (post-)pandemic hybrid spaces and times. It aims at generating imaginative pedagogies through the use of technology while also nurturing ontological aspects of the teaching profession. The paper presents and discusses data from the first iteration, which included co-designed processes of prototype content development and a mini-trial with seven course participants. Two key findings about teacher professional development emerge from the study. The first is the need to focus on multiple and situated teaching activities, providing a bridge between learning theories and educational practices. The second is the importance of knowing-in-practice, rather than acquiring knowledge, to create space for imagination in teaching with technologies and face up to the dynamic evolution of higher education.

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Section: Learning Within Hybriditymentioning

confidence: 99%

Section: Teaching In the Hybrid (Future) Universitymentioning

confidence: 99%

Teaching Novice Teachers to Enhance Learning in the Hybrid University

Pischetola

2021

Postdigit Sci Educ

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“…According to Livingstone (2005), networked publics are constructed by a space and collection of people or bounded by a shared performance or object. While the terminology emphasises networks, it is not the primary purpose of many social sites (Boyd & Ellison, 2007), and people might not use digital technologies to connect with others (Gourlay, Rodríguez-Illera, Barberà, et al, 2021).…”

Section: Networked Publicsmentioning

confidence: 99%

Digital student agency: Approaching agency in digital contexts from a critical perspective

Stenalt

2021

FLR

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Developing student agency is a critical aspect of higher education and, in particular, digital education. In this sense, the capacity to understand what constitutes agency in digital contexts of education and evaluate students’ digital agency is now crucial. In contrast to traditional approaches to student agency in digital contexts that subsume technologies to educational intentions, media research has illustrated a more complex interplay between humans and technology. Drawing on this insight, the paper argues for a more critical disposition to digital student agency, wherein relational, cultural, and technological dynamics are central to agency. Specifically, the article proposes a framework for digital student agency that distinguishes five critical domains to student agency in digital contexts: (1) agentic possibility, (2) digital self-representation, (3) data uses, (4) digital sociality, and (5) digital temporality. The article concludes by outlining the implications of the framework for educational practice and academic research around student agency and student learning. Specifically, adopting the framework implies changes in how we investigate student agency in digital contexts and enables critical investigations of student-centred teaching practices.

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“…In various guises, both the MScITL and MAML continued well into the 2000s (Goodyear 2005;McConnell et al 2012) and spawned a number of 'daughter' programs that used similar approaches, including Lancaster's Doctoral Programme(s) in Education [mentioned above and described by Lee (2021)] and the Masters in Networked Collaborative Learning at Sheffield University (McConnell et al 2012). In 1994 British Telecom funded the Lancaster team to run educational development workshops, helping share online teaching experiences across London, Sheffield, Edinburgh and other universities (Steeples et al 1994(Steeples et al , 1996 and in 1998 UK JISC funded them to organise a large-scale research, development and dissemination project that laid the foundations for the Networked Learning community (see Goodyear 2014;Networked Learning Editorial Collective 2021;Networked Learning Editorial Collective et al 2021). Over the last 20 years, the Networked Learning community has run a biennial conference, 3 with open access conference proceedings, and has established a complementary book series 4 (see, e.g., Dohn et al 2020).…”

Section: Positioning and A Spoonful Of Historymentioning

confidence: 99%

Afterwords: Considering the Postgraduate, Postdigital and Postcritical

Goodyear

2021

Online Postgraduate Education in a Postdigital World

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Networked Learning in 2021: A Community Definition

Cited by 72 publications

References 99 publications

Teaching Novice Teachers to Enhance Learning in the Hybrid University

Teaching Novice Teachers to Enhance Learning in the Hybrid University

Digital student agency: Approaching agency in digital contexts from a critical perspective

Afterwords: Considering the Postgraduate, Postdigital and Postcritical

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