The Design, Experience and Practice of Networked Learning Edited by: Vivien Hodgson, Maarten de Laat, David McConnell and Thomas Ryberg This book brings together a wealth of new research that opens up the meaning of connectivity as embodied and promised in the term ‘networked learning’. Chapters explore how contexts, groups and environments can be connected rather than just learners; how messy, unexpected and emergent connections can be made rather than structured and predefined ones; and how technology connects us to learning and each other, but also shapes our identity. These exciting new perspectives ask us to look again at what we are connecting and to revel in new and emergent possibilities arising from the interplay of social actors, contexts, technologies, and learning. Caroline Haythornthwaite, University of British Columbia Despite creating fundamentally new educational economics and greatly increasing access - teaching and learning in networks is a tricky business. These chapters illuminate the complex interactions amongst tools, pedagogy, educational institutions and personal net presences – helping us design and redesign our own networks. In the process, they take (or extract) network theory from the practice of real teaching and learning contexts, making this collection an important contribution to Networked Learning. Terry Anderson, Athabasca University What kinds of learning can social networking platforms really enable? Digging well beneath the hype, this book provides a timely, incisive analysis of why and how learning emerges (or fails to) in networked spaces. The editors do a fine job in guiding the reader through the rich array of theories and methods for tackling this question, and the diverse contexts in which networked learning is now being studied. This is a book for reflective practitioners as well as academics: the book's close attention to the political, pedagogical and organisational complexity of effective practice, and the lived experience of educators and learners, helps explain why networked learning has such disruptive potential — but equally, why it draws resistance from the establishment. Simon Buckingham Shum, The Open University The networked learning conference, a biannual institution since 1998, celebrates its 14th year in this volume. Here a range of studies, reflecting networked learning experiments across Europe and other global contexts , show important shifts away from a conservative tradition of Œe-learning1 research and unpeel dilemmas of promoting learning as an elusive practice in virtual environments. The authors point towards important futures in online learning research, where notions of knowledge, connectivity and Œcommunity1 become increasingly elastic, and engagements slide across material and virtual domains in new practices whose emergence is increasingly difficult to apprehend. “p>Tara Fenwick – University of Stirling. The chapters in this volume explore new and innovative ways of thinking about the nature of networked learning and its pedagogical values and beliefs. They pose a challenge to us to reflect on what we thought networked learning was 15 year ago, where it is today and where it is likely to be headed. Each chapter brings a particular perspective to the themes of design, experience and practice of networked learning, the chosen focus of the book. The chapters in the book embrace a wide field of educational areas including those of higher education, informal learning, work-based learning, continuing professional development, academic staff development, and management learning. The Design, Experience and Practice of Networked Learning will prove indispensable reading for researchers, teachers, consultants, and instructional designers in higher and continuing education; for those involved in staff and educational development, and for those studying post graduate qualifications in learning and teaching. This, the second volume in the Springer Book Series on Researching Networked Learning, is based on a selection of papers presented at the 2012 Networked Learning Conference held in Maastricht, The Netherlands.

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.

This book provides an essential resource for researchers and practitioners in the area of networked learning. Networked learning is learning in which information and communication technology is used to promote connections: between one learner and other learners; between learners and tutors and between a learning community and its learning resources.

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

The chapters in this book are based on selected peer reviewed research papers presented at the 11th biennial Networked Learning Conference (NLC) 2018 held in Zagreb and were chosen as exemplars of cutting edge research on networked learning. The chapters are organized into three main sections: 1) Aspects of mobility for Networked Learning in a global world, 2) Use and misuse of algorithms and learning analytics, 3) Understanding and empowering learners. The three main sections are flanked by chapters which introduce and reflect on Networked Learning as epistemic practice. The concluding chapter draws out perspectives from the chapters and discusses emerging issues. The book focuses on the nature of learning and interactions as an important characteristic sought out by researchers and practitioners in this field.

The chapters in this book build upon selected research papers from the 12th International Networked Learning Conference 2020, hosted by University of Southern Denmark, Kolding. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference such as: new demands on teachers in online and hybrid learning environments; organization of professional learning to meet and reflect on these demands; support of educators and students’ digital literacy; the interaction of human and technological agents in networked learning; and the development of new of networked learning designs to critically and creatively make use of technological possibilities. The book is organized into three main sections: 1) Professional learning, 2) Learning networks’ development and use of digital resources, and 3) Innovating Networked Learning. Preceding the three main sections is a first chapter, which presents a discourse analysis of how the term “networked learning” has been used in the papers at previous Networked Learning Conferences. The concluding chapter draws out perspectives from the chapters and point to emerging issues within the field of networked learning.