With the boundaries of place softened and extended by digital communications technologies, learning in a networked society necessitates new distributions of activity across time, space, media, and people; and this development is no longer exclusive to formally designated spaces such as school classrooms, lecture halls, or research laboratories. Place-based Spaces for Networked Learning explores how qualities of physical places make both formal and informal education in a networked society possible. Through a series of investigations and case studies, it illuminates the structural composition and functioning of complex learning environments. This book offers a wealth of key design elements and attributes for productive learning that educational designers can reuse in multiple contexts. The chapters examine how places are modified, expanded, or supplemented by networking technologies and practices in order to create spaces in which learners can collaboratively develop new understandings, connections, and capabilities. Utilizing a range of diverse but complementary perspectives from anthropology, archaeology, architecture, geography, psychology, sociology, and urban studies, Place-based Spaces for Networked Learning addresses how material places and digital spaces are understood; how sense can be made of new assemblages and configurations of tasks, tools, and people; how the real-time analysis of new flows of data can inform and entertain users of a space; and how access to the digital realm changes our experiences with both places and other people.

The focus of this book is on understanding and explaining the way that our increasingly networked world impacts on the legibility of cities; that is how we experience and inhabit urban space. It reflects on the nature of the spatial effects of the networked and mediated world; from mobile phones and satnavs to data centres and wifi nodes and discusses how these change the very nature of urban space. It proposes that netspaces are the spaces that emerge at the interchange between the built world and the space of the network. It aims to be a timely volume for both architectural, urban design and media practitioners in understanding and working with the fundamental changes in built space due to the ubiquity of networks and media. This book argues that there needs to be a much better understanding of how networks affect the way we inhabit urban space. The volume defines five characteristics of netspaces and defines in detail the way that the spatial form of the city is affected by changing practices of networked world. It draws on theoretical approaches and contextualises the discussion with empirical case studies to illustrate the changes taking place in urban space. This readable and engaging text will be a valuable resource for architects, urban designers, planners and sociologists for understanding how of networks and media are creating significant changes to urban space and the resulting implications for the design of cities.

The recent popularity of Social Network Sites (SNS) shows that there is a growing interest in articulating, making visible, and managing personal or professional relationships through technology-enabled environments. Networked Sociability and Individualism: Technology for Personal and Professional Relationships provides a multidisciplinary framework for analyzing the new forms of sociability enabled by digital media and networks. This book focuses on a variety of social media and computer-mediated communication environments with the aim of identifying and understanding different types of social behavior and identity expression.

The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.

The application of emerging technology in educational settings has proven to significantly enhance students’ experiences. These tools provide better learning opportunities and engagement between students and instructors. Integration of Cloud Technologies in Digitally Networked Classrooms and Learning Communities is a pivotal reference source for the latest scholarly research on the implementation of cloud pedagogies and innovations in classroom environments. Highlighting concepts related to learning engagement, curriculum design, and theoretical perspectives, this book is ideally designed for researchers, practitioners, professionals, and students interested in the use of cloud technology in digital classrooms.

We are born, live, and die with technologies. This book is about the role technology plays in sustaining narratives of living, dying, and coming to be. Contributing authors examine how technologies connect, disrupt, or help us reorganize ways of parenting and nurturing life. They further consider how technology sustains our ways of thinking and being, hopefully reconciling the distance between who we are and who we aspire to be. Finally, they address the role technology plays in helping us come to terms with death, looking at technologically enhanced memorials, online rituals of mourning, and patterns of grief enabled through technology. Ultimately, this volume is about using technology to reimagine the art of life.

Since the dawn of the digital era, the transfer of knowledge has shifted from analog to digital, local to global, and individual to social. Complex networked communities are a fundamental part of these new information-based societies. Emerging Pedagogies in the Networked Knowledge Society: Practices Integrating Social Media and Globalization examines the production, dissemination, and consumption of knowledge within networked communities in the wider global context of pervasive Web 2.0 and social media services. This book will offer insight for business stakeholders, researchers, scholars, and administrators by highlighting the important concepts and ideas of information- and knowledge-based economies.