LEADER 05635nam 22006375 450 001 9910349350403321 005 20230810164647.0 010 $a3-030-18030-1 024 7 $a10.1007/978-3-030-18030-0 035 $a(CKB)4100000008701638 035 $a(MiAaPQ)EBC5825086 035 $a(DE-He213)978-3-030-18030-0 035 $a(EXLCZ)994100000008701638 100 $a20190711d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNetworked Professional Learning $eEmerging and Equitable Discourses for Professional Development /$fedited by Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (276 pages) 225 1 $aResearch in Networked Learning,$x2570-4532 311 $a3-030-18029-8 327 $aChapter 1. Networked professional leaning: an introduction -- Part I. Networked Professional Learning across the professions -- Chapter 2. Professional learning in open networks: How midwives self-regulate their learning in Massive Open Online Courses -- Chapter 3.New educational formats for professional development: Accommodating the invisible learners -- Chapter 4. Presence ? a prerequisite for learning in the crisis management context? -- Part II. The impact of Networked Professional Learning on the Academy -- Chapter 5.Networked learning in, for and with the world -- Chapter 6.Learning in hybrid protopublic spaces: Framework & exemplars -- Chapter 7. Designs for Learning as springboards for Professional Development in higher education -- Chapter 8. Design principles for Professional Networked Learning in 'learning through practice' designs -- Chapter 9.Teachers? beliefs about professional development: Supporting emerging networked practices in higher education -- Part III. Networked Professional Learning in teacher learning groups -- Chapter 10. Learning to teach in a remote school context: Exploring the organisation of teachers? professional development of digital competence through networked learning -- Chapter 11.Value creation in teacher learning networks -- Chapter 12. Analysing social learning of teacher-learning groups that aim at knowledge creation -- Chapter 13. Maker Spaces in schools: Networked learning among teachers to support curriculum-driven pupil learning in programming -- Part IV. Conclusion -- Chapter 14.Networked professional learning, design research and social innovation. 330 $aOver the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning. 410 0$aResearch in Networked Learning,$x2570-4532 606 $aEducational technology 606 $aEducation, Higher 606 $aTeachers$xTraining of 606 $aProfessional education 606 $aVocational education 606 $aDigital Education and Educational Technology 606 $aHigher Education 606 $aTeaching and Teacher Education 606 $aProfessional and Vocational Education 615 0$aEducational technology. 615 0$aEducation, Higher. 615 0$aTeachers$xTraining of. 615 0$aProfessional education. 615 0$aVocational education. 615 14$aDigital Education and Educational Technology. 615 24$aHigher Education. 615 24$aTeaching and Teacher Education. 615 24$aProfessional and Vocational Education. 676 $a378.013 676 $a371.33 702 $aLittlejohn$b Allison$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aJaldemark$b Jimmy$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aVrieling-Teunter$b Emmy$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aNijland$b Femke$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910349350403321 996 $aNetworked Professional Learning$92515419 997 $aUNINA