Published by Springer 2012 - so already somewhat dated, as technology enhanced learning and networked learning has shifted. However, the salient principles still apply.
Editors L. Dirckinck-Holmfeld (Aarbog University), V. Hodgson (Lancaster University) and D. McConnell (Curtin University)
Introduction and conclusion with 5 other parts – developing
understandings of networked learning; new landscapes and spaces for networked
learning; dynamics of changing tools and infrastructure; understanding the
social material of networked learning; and identity, cultural capital and
networked learning through 17 chapters.
The introduction, by the editors, provides ‘a brief history
and new trends’ in networked learning’.
Provides a summary of various initiatives from the 1980s to
the present including the shifts in understanding and supporting learning. The
emphasis of the overview is on various efforts to create platforms for
collaborative work and learning. Sets out the pedagogical framework for
networked learning as: openness in the education process; the affordances for
self-determined learning; a requirement for a real purpose in the collaborative
process; a supportive learning environment; collaborative approaches to
assessment of learning; and assessment and evaluation of the ongoing learning
process. Then provides a summary of the various sections and chapters.
Part 2 – developing understanding of networked learning
continues the theme from the introduction with two chapters
C. Jones writes on ‘networked learning, stepping beyond the
net generation and digital natives’. Begins by critiquing the premise of
current students being different from previous due to their exposure to digital
technologies. The study supporting the various recommendations in the chapter
were completed almost 20 years ago, so the current advances in mobile
technology, were not tested. However, the chapter recommends that an open mind
is important in any future work. Depending on informal observations i.e. that
digital natives exist, distracts from the important emphasis on learning.
An important chapter by T. Ryberg, L. Buus and M. Georgsen,
discusses the ‘differences in understandings of networked learning theory:
connectivity or collaboration?’ Discusses the many nuanced and individually
constructed meanings of connectivism, collaboration, communities, negotiation
of meaning, social practice, etc. Makes links between networked learning and
connectivism. Networked learning is used more by European researchers and
connectivism by North American, evidencing the roots of these two concepts.
Clarifies what networked learning refers to. Networked learning is not only
about elearning but about the connections made between people and between
people and resources. Learning is a social endeavour, with knowledge and
identity being constructed as interactions are undertaken through dialogue and
interchange of ideas and perspectives. Networked learning is about the
connections and interaction. There are many similarities between networked
learning and connectivism. However, connectivism focuses much more on the
individual and how they connect with the world outside of their own purview.
Knowledge is related more to content than to connections and is seen to be
outside of individuals’ minds but accessible when required. There is a good
critique of both networked learning and connectivism.
Part 3 has 3 chapters around the theme of ‘new landscapes
and spaces for networked learning’. This part provided examples and their
empirical outcomes.
Chapter 4 by D.D. Suthers and K-H, Chu is on ‘mediators of
socio-technical capital in a networked learning environment’. Example of using
wikis and discussion forums, framed by concepts of using these to bridge
socio-technical capital challenges.
Then a chapter on ‘collectivity, performance and
self-representation: analysing cloudworks as a public space for networked
learning and reflection by P. Alevizou, R. Galley and G. Conole. Cloudworks
have been around for some time and is a LMS developed to support collaborative
learning. The platform is anchored by core learning activities which support
constructive and socio-cultural learning approaches. Instead of resources,
there is emphasis on using ‘situations’. Students bring their collective
experiences and learning to the courses and engage in ‘expansive learning’. The
indicators of community are participation, cohesion, creative capability and
community identity.
J. E. Raffaghelli and C. Richieri contribute the next
chapter on ‘a classroom with a view: networked learning strategies to promote
intercultural education’. This is another important chapter. It provides a case
study of a programme, to introduce and support intercultural study across
several countries. Envisages networked learning as a means for
equal-but-diverse people to meet, connect, collaborate and complete projects.
Used the concept of ‘a matrix of knowledge’ to frame the sense-making approach
for building intercultural dialogue. The metaphor of the ‘networking platform’
as a window into and reflection of one’s own and others’ cultures was seen to
be supportive of the process.
Part 4 is on ‘dynamics of changing tools and infrastructure’
with 2 chapters.
There is P. Arnold, J.D. Smith and B. Trayner on ‘the
challenge of introducing “one more tool”: A community of practice perspective
on networked learning’. Uses 2 case studies of the Workbench A- a community of
practice in the Agricultural development field and Workbench b- community of
distance learners in higher education as examples. Finds it is just not
‘changing a tool’ or ‘adding another tool’ but the many other parameters. These
include how the tool changes whose voice is heard, whose voice can be
legitimately brought forward, how competence is negotiated and overall, what
matters in the community the tool is being used in. So, many agendas are
impacted when a tool is changed as the change brings about a re-negotiation of
what constitutes the community.
Then, T. Nyvang and A. Bygholm on ‘implementation of an
infrastructure for networked learning’. Human centred informatics, which
updates the work of Vygotsky to be relevant to contemporary practice, is used
as a framework for implementing infrastructure to support networked learning.
Dilemmas had to be unpacked depending on whether goals and technology were
certain or uncertain.
Part 5 also has 2 chapters on the theme of ‘understanding
the socio material in networked learning’.
T. L. Thompson contributes to the discussion with ‘who’s
taming who? Tensions between people and technologies in cyberspace communities.
Advocates for the use of Actor-Network theory (ANT) to help understand how
aspects of materiality, impact on how people use, relate to and work with
technology. Network effects may be unravelled through each of the four ANT
concepts – passages, translation, socio-technical constructions and black
boxes.
The second chapter in this section is from L. Creanor and S.
Walker on ‘learning technology in context: a case for the sociotechnical
interaction framework as an analytical lens for networked learning research.
Argues for the use of sociotechnically in understanding how networked learning
–pedagogy, technology and agency, may be constituted.
Part 6 has 6 chapters around ‘identity, cultural capital and
networked learning.
Chapter 11 is by J. Ross on ‘just what is being reflected in
on-line reflection? New literacies for new media learning practices. Uses
blogging as the basis of study and argues for the need to ensure that new
literacies and part of networked learning approaches. In part, due to the ways
in which blogging is undertaken.
Then, L. Czerniewicz and C. Brown with ‘objectified cultural
capital and the tale of two students’. Uses Bourdieu’s framework – field,
habitus and capital – to explore and contrast two cases. The digital elite and
the digital stranger.
The next chapter is on ‘how do small business owner-managers
learning leadership through networked learning?’ by S.M Smith. An evaluation of
the Leading Enterprise and Development (LEAD) integrated learning model for
SMEs.
Chapter 14 is on ‘innovating design for learning in a
networked society’ by K. T. Levinsen and J. Nielsen. Presents the re-working of
Dorso’s model – modes of working across relational and complexity axis, to
understanding innovative design for learning. Identified the sharing and
uncertainty barriers of an approach (role-play scenario used as an example) and
the challenges posed to roles / actors including tacit/qualified knowledge /
rhetorics ‘sweet point’. Rationalised the choice of interactive design life
cycle model – starting with identification of specifications and needs, design,
physical design and test / evaluation.
Next chapter is with J. L. Nielsen and O. Danielsen on
‘problem-oriented project studies: the role of the teacher as supervisor for
the study group in its learning process’. Identifies and discusses teacher
roles – teacher as expert and instructive supervisor; process supervisor; and social
mediator. Uses a case to unpack the nuances of each role.
Last chapter in this section is on ‘life behind the screen:
taking the academic online’ with S. Boon and C. Sinclair’. Reports on the
experiences of academics, shifting into the on-line environment. How language,
identity, engagement and time shifts and how this aligns with the students’
perspectives of projection, performance, audience and content.
The last part, is the chapter concluding the book by the
editors titled ‘the theory, practice and pedagogy of networked learning’. Focused
on the ontology, epistemology and pedagogy of networked learning. Summarises the
pedagogical values that underpin networked learning. Including implications for
learning, teaching and the assessment process. There is a bringing together of
the themes presented across the various chapters in the book.
Overall, the book provides background and rationale for networked learning. The various chapters, report on the ways networked learning is contextualised across different cultures (albeit, Western perspectives); school / tertiary institutions and workplaces; and technology approaches. The importance of the book is in setting up frameworks for networked learning, including defining the term and suggested models for practice.
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