Postdigital Research, Networked Learning, and Covid-19

Ryberg, Thomas

doi:10.1007/s42438-021-00223-x

Cited by 8 publications

(9 citation statements)

References 18 publications

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“…in the form of homework) to allow for more deep learning during the different workshops. This is in line with recent reflections on networked learning and Covid-19 and the importance of both onsite and online educational activities by Ryberg (2021).…”

Section: Networked Learning In An Engineering Education Settingsupporting

confidence: 89%

“…We consider networked learning as a promising new learning approach for enabling sustainability transitions. This is confirmed by the networked learning community expressing the need to work on grand challenges and sustainable solutions (Ryberg 2021). Arguably, networked learning, by stimulating interdisciplinary openness and the development of a shared language amongst engineering students has the potential to enable students to support the ongoing energy transition.…”

Section: Introductionmentioning

confidence: 89%

“…Their learning module consists of eight phases which include different skill sets: 'preparation, establishing a creative mindset, understanding problem or situation, idea generation, professional input and idea development, value proposition design, business model opportunity spotting and business model configuration' (Lund, Byrge, and Nielsen 2017, 84). Both sustainability transitions and sustainable business model literature focus on sustainable value creation and capture for society and can therefore support the CBL and networked learning communities in their call for tackling grand challenges (Chesbrough and Rosenbloom 2002;Foss and Saebi 2016;Geels 2002;Grin, Rotmans, and Schot 2010;Osterwalder and Pigneur 2010;Kohn Rådberg et al 2020;Ryberg 2021;Wieczorek and Berkhout 2009;Zott, Amit, and Massa 2011). Finally, we believe the combination of networked learning and sustainability transitions theories and concepts could be applied in other educational settings as well where radical innovation, interdisciplinary collaboration and socio-technical system thinking are essential like healthcare, artificial intelligence or digital education governance (Ryberg 2021).…”

Section: The Role Of Sustainability Transitions Theories and Conceptsmentioning

confidence: 99%

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Networked learning to educate future energy transition professionals: results from a case study

Huijben

Beemt

Wieczorek

et al. 2021

European Journal of Engineering Education

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Society is in strong need to change the way in which energy is produced and consumed. To cope with this complex challenge, integration of knowledge from different disciplines is needed. This paper shows how an interdisciplinary educational approach called networked learning combined with sustainability transition theories can help groups of engineering students to address pressing societal challenges such as the energy transition. A series of 8 workshops was held with an interdisciplinary engineering student team of a University of Technology. Networked learning within the student team showed an ad-hoc character, mainly caused by shifting student constellations during workshops. Workshops focusing on short-term goals resulted in more concrete output. The team showed a high level of equality amongst members and actively reflected on organisational aspects of their learning process. Sustainability transitions concepts and theories that integrate multiple disciplinary perspectives further supported the learning process and helped to guide strategic decision making.

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Section: Networked Learning In An Engineering Education Settingsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 89%

Section: The Role Of Sustainability Transitions Theories and Conceptsmentioning

confidence: 99%

See 1 more Smart Citation

Networked learning to educate future energy transition professionals: results from a case study

Huijben

Beemt

Wieczorek

et al. 2021

European Journal of Engineering Education

View full text Add to dashboard Cite

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“…The community has occasionally, but far from systemically, dealt with the history of the concept (Cormier et al 2019 ); its relationships to other ‘schools of thought’ (Knox 2019 ; de Laat and Dohn 2019 ); terminology (Sinclair and Hayes 2019 ; Fawns 2019 ); methodology (Jandrić 2020a , 2020b , 2021 ; Jandrić and Knox 2021 ; Ryberg 2021 ; Macgilchrist 2021 ); and other elements typically required of a distinct ‘field’, ‘perspective’, ‘school of thought’, or ‘discipline’. We place these terms under quotation marks, as we do not think that they fully apply to postdigital thought.…”

Section: Against Definitionsmentioning

confidence: 99%

Postdigital Research: Genealogies, Challenges, and Future Perspectives

2022

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“…The global health crisis caused by COVID-19 has forced universities to address the challenge of digital transformation head-on. The COVID-19 pandemic affected the educational sector throughout the world to go online (Ferdig & Pytash, 2021 ; Misirli & Ergulec, 2021 ; Ryberg, 2021 ; UNESCO, 2020 ) and to adjust to the infrastructural and pedagogical requirements of ERT (Emergency Remote Teaching) practice (Barbour et al, 2020 , p.6 Hodges et al, 2020 ). Most of the articles that report on the outcomes in the educational context during the pandemic show the quick leap from face-to-face to online, as well as the difficulties encountered.…”

Section: Introductionmentioning

confidence: 99%

Educate to transform: An innovative experience for faculty training

et al. 2022

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Learning-focussed educational models require the development of pedagogical, methodological, assessment and technological competences among the faculty community. The COVID-19 pandemic has accentuated the need for this training. This study evaluates the impact of the training project “Educate to Transform” on teacher attitudes, knowledge and on the implementation of innovative teaching methodologies. There were 695 faculty participants in the program conducted at the Universidad Francisco de Vitoria (UFV). Participants included full-time professors (FULL-PROF) and part-time professors (PART-PROF). The measurement instrument was validated using the entire sample and a subsample of 357 participants was used to analyse the impact of the program (pre and post measurement). Professor attitudes and knowledge of or familiarity with innovative methodologies and their application in the classroom were evaluated. The findings show that the program improved the attitudes of teachers towards innovation, raised the level of awareness and number of methodologies implemented in the classroom. The methodology towards more experiential and collaborative learning is effective in transforming teaching practice. Furthermore, the implementation of the program through the CANVAS platform, making teachers live the experience as learners, seems to have contributed to improve the teachers' attitude towards the LMS. The only difference found among the participants was a worse attitude towards innovation on the part of medical teachers, with a clearly differentiated profile of teachers and students, as well as a greater implementation of active methodologies by teachers with a lower teaching load. Overall, it may be concluded that the program achieved its proposed objectives.

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Postdigital Research, Networked Learning, and Covid-19

Cited by 8 publications

References 18 publications

Networked learning to educate future energy transition professionals: results from a case study

Networked learning to educate future energy transition professionals: results from a case study

Postdigital Research: Genealogies, Challenges, and Future Perspectives

Educate to transform: An innovative experience for faculty training

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