Unpacking (in)formal learning in an academic development programme: a mixed-method social network perspective

Rienties, Bart; Hosein, Anesa

doi:10.1080/1360144x.2015.1029928

Cited by 31 publications

(59 citation statements)

References 25 publications

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“…This built trust and understanding that facilitated a safe space for our conversations throughout the year. The development of mutual trust has been seen to be crucial to developing fruitful networks (Roxå and Mårtensson, 2009;Pyörälä, Hirsto, Toom, Myyry, & Lindblom-Ylänne, 2015;Rienties & Hosein, 2015). By building these trustful relationships both in person at the ISSOTL conference and online throughout the following year, the SSONG assuaged any sense that we are isolated SoTL practitioners (Van Waes et al, 2016;Williams et al, 2013).…”

Section: Relationshipsmentioning

confidence: 99%

Beyond the conference: Singing our SSONG

Green

Eady

McCarthy

et al. 2020

TLI

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The International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference presents an exciting opportunity to meet with international colleagues from diverse backgrounds and situations to commune on our common interest in the Scholarship of Teaching and Learning (SoTL). As with every ISSOTL conference, the enthusiasm for SoTL was palpable in Los Angeles in 2016. Rich discussions took place, networks were formed, and promises to keep in touch were made. Unfortunately, previous conference experiences have taught us that these good intentions often fall short once the conference bubble has burst and the reality of daily life sets in once more. In an attempt to circumvent this phenomenon, we—seven colleagues from three different countries—embarked on a research project that enabled us to maintain the relationships and fruitful discussions we had initiated at ISSOTL16. We established Small, Significant Online Network Group, or SSONG, inspired by a conference workshop on small significant networks. As a group, we met regularly online using Adobe Connect© and engaged in significant conversations around SoTL that were private, trustful, and intellectually intriguing. This article reflects our experiences in establishing and maintaining the group. We discuss how the group was formed; its alignment with the concept of small, significant networks; and the benefits and challenges we encountered. Four key principles of the group that have emerged will also be discussed in detail, enabling readers to consider how they could adapt the concept for their own purposes.

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Section: Relationshipsmentioning

confidence: 99%

Beyond the conference: Singing our SSONG

Green

Eady

McCarthy

et al. 2020

TLI

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“…One pressing issue with SNA is the boundary specification problem (Laumann, Marsden, & Prensky, 1983;Smith, 2013): Who is in the network and who is not? In the ASC, we discuss how to study learning 1 processes happening between groups but also outside groups using SNA (Rienties & Hosein, 2015). An associated question revolves around the consideration of validity criteria during data collection (including, for instance, mixed approaches and text analysis), which, too, will receive attention during the ASC.…”

Section: Challenge #2: Collecting Data and Defining Boundariesmentioning

confidence: 99%

Social Network Analysis in the field of Learning and Instruction: methodological issues and advances

Froehlich¹

2018

Preprint

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“…So it seems that learning for professionals is not confined to engagement in formal educational or specialist training and is often unplanned (Dochy et al, 2011;Eraut, 2004;Mårtensson & Roxå, 2015;Rienties & Hosein, 2015). Rather, professional learning about practice takes place through collaboration where practitioners work together, share knowledge, and engage in cooperative inquiry to instigate change and growth as professionals (Dochy et al, 2011;Eraut, 1994;Wenger, 1998).…”

Section: Informal Learningmentioning

confidence: 99%

Exploring higher education professionals’ use of Twitter for learning

OKeeffe

2016

telji

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Twitter has become a hot topic of conversation in professional learning circles. However much of the commentary related to professional learning and Twitter is at best circumstantial rhetoric, which fails to illustrate the real experiences and complexities of professional learning in online spaces. This case study explored how eight higher education professionals engaged with Twitter for professional learning purposes. Data was collected and analysed from participant Twitter profiles and subsequent interviews explored professional learning on Twitter with participants.Using the Visitor and Resident typology this paper highlights that participants were involved in a range of types of participation on Twitter. Participatory activities on Twitter were considered using Wenger’s (1998) concepts of participation and non-participation. Although participants of this research supported Twitter for professional learning, this study indicates that professionals were hesitant to establish presence and participate in social networking activities via Twitter. Consequently further research is needed to unpick the complexities of participation in online spaces.

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Unpacking (in)formal learning in an academic development programme: a mixed-method social network perspective

Cited by 31 publications

References 25 publications

Beyond the conference: Singing our SSONG

Beyond the conference: Singing our SSONG

Social Network Analysis in the field of Learning and Instruction: methodological issues and advances

Exploring higher education professionals’ use of Twitter for learning

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