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Networked Professional Learning : Emerging and Equitable Discourses for Professional Development / / edited by Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland
| Networked Professional Learning : Emerging and Equitable Discourses for Professional Development / / edited by Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (276 pages) |
| Disciplina |
378.013
371.33 |
| Collana | Research in Networked Learning |
| Soggetto topico |
Educational technology
Education, Higher Teachers - Training of Professional education Vocational education Digital Education and Educational Technology Higher Education Teaching and Teacher Education Professional and Vocational Education |
| ISBN | 3-030-18030-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 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. |
| Record Nr. | UNINA-9910349350403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Sustainable Networked Learning : Individual, Sociological and Design Perspectives
| Sustainable Networked Learning : Individual, Sociological and Design Perspectives |
| Autore | Dohn Nina Bonderup |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer, , 2023 |
| Descrizione fisica | 1 online resource (284 pages) |
| Disciplina | 371.334 |
| Altri autori (Persone) |
JaldemarkJimmy
ÖbergLena-Maria Håkansson LindqvistMarcia RybergThomas de LaatMaarten |
| Collana | Research in Networked Learning Series |
| ISBN | 3-031-42718-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Endorsements of Sustainable Networked Learning -- Endorsement by Laura Czerniewicz, Professor Emerita -- Chris Jones Professor Emeritus, Liverpool John Moores University -- Tim Fawns, Associate Professor, Monash University -- Contents -- Author Biographies -- Chapter 1: Introduction -- Transitioning the Networked Learning Conference into a Hybrid Conference -- Conventional Conference Format -- Hot Seats - Online Extension -- Fully Online -- Hybrid -- Overview of the Book -- Part I: Data and Datafication -- Part II: Sustainable Learning Design -- Part III: Sociological Perspectives on Networked Learning -- Part IV: Networked Learning in Times of Lockdown -- Final Remarks -- References -- Part I: Data and Datafication -- Chapter 2: Reconfiguring Surveillance Futures for Higher Education Using Speculative Data Stories -- Introduction -- Surveillance Cultures and Networked Learning in Higher Education -- Speculative Methods for Researching Networked Learning Futures -- Telling Data Stories -- Conclusions -- References -- Chapter 3: Networked Learning in a Postdigital-Biodigital Age -- Introduction -- Histories, Concepts, and Definitions -- The Great Convergence -- Preliminary Definitions -- Postdigital-Biodigital Challenges in Networked Learning -- Critical Posthumanism -- Learning Spaces -- Language and Terminology -- Why Focus to Postdigital-Biodigital Challenges in Networked Learning? And Why Now? -- Convergence -- Conclusion -- References -- Chapter 4: Open Is Not Enough: Designing for a Networked Data Commons -- Introduction -- Open Data, Data (De)Colonialism and a Networked Data commons as a Convivial Technology -- Open Data and Its Discontents -- Digital and Data (De)Colonialism -- Open Data Advocates: Decolonisers or Missionaries? -- A Data Commons as a Learnable, Networked Assemblage -- Networked Learning in a Data Commons.
The Data Commons Scotland Project -- Designing for Conviviality Means Designing for Many Users -- Implications for Networked Learning Tools -- References -- Chapter 5: Tipping the Canoe: What Can Be Learned from a Postdigital Analysis of Augmented and Virtual Reality in Networked Le... -- Introduction -- Vignettes -- Vignette 1 (VR) -- Vignette 2 (AR) -- Networked Learning and the Postdigital -- Analogue and Digital -- AR and VR from a Postdigital Perspective -- Design for Learning -- Sites of Learning -- Activities -- Learner Configurations -- Representations of Learning for Assessment -- Conclusion -- References -- Part II: Sustainable Learning Design -- Chapter 6: Sustainable Learning Design: A Case Study of Eight Undergraduate Science Module Interventions -- Introduction -- Background -- Methodology -- The Eight Cases -- Factors for Sustainable Learning Designs -- Educators´ Consideration for the Institutional Perspective -- Educators´ Perceived Usefulness of TEL -- Educators´ Buy-in of TEL Pedagogy -- Students´ Buy-in of TEL -- Online Structure with Activities, Reflection, and Feedback -- Scale and Reuse -- Conclusion -- Implications for Sustainable Networked Learning -- References -- Chapter 7: The Future of Presence in Online Education, a Speculative Design Approach -- Introduction -- Physical and Online Presence in Education -- Researching the Future -- A Speculative Design Method -- Findings: Possible Futures -- Discussion -- References -- Chapter 8: Strategies of Revision Between Design-Based Interventions: The Case of a Hybrid Learning Configuration -- Introduction -- Method -- The Double Learning Community -- A Hybrid Learning Configuration -- Design Principles as Theoretical Backdrop and Guidelines for Practice -- Zooming in on the Key Design Principle -- Adaptation of the Key Design principle in the First Intervention. Empirical Findings - Participants´ Reactions to the Adaptation -- The Intention Underlying the `Doubleness´ Is Unclear -- Lack of Participation and Little Sharing of Knowledge -- Feedback and Experimentation Considered Useful -- Unboxing the Revision Process -- Revision Strategies: Narrowing Down or Branching Out -- Data-Informed Revision -- Adaptation of the Key Design principle in the Second Intervention -- Conclusion -- References -- Chapter 9: How to Design for the Materialisation of Networked Learning Spaces: A Cross-Case Analysis -- Introduction -- Materialising a Networked Learning Space: Forces, Movements and Connections -- Centripetal and Centrifugal Forces: Creating Meaning -- Movements Between Core and Periphery: Facilitating Access to New Resources -- Connections as Constellations of Ties: Giving Value to Knowledge Creation -- Research Methods -- Cases -- Case 1: Master of ICT and Learning -- The Physical Seminar -- The Six-Week Online Period -- The Final Presentation -- Master of ICT and Learning and the Networked Learning Space -- Case 2: Teknosofikum -- The Physical Workshop -- The Six-Week Online Period -- The Final Workshop -- The Networked Learning Space at Teknosofikum -- Discussion -- Conclusion -- References -- Part III: Sociological Perspectives on Networked Learning -- Chapter 10: Transformative Networked Learning: An Expanded Design Framework for Individual, Group, and Social Perspective Tran... -- Introduction -- The Origin of the NL Community and Theory -- The Development of NL Theory and Design Practice -- The Problem and Moving Backward to Move Forward -- Context: An Online Doctoral Programme -- What Is Transformative NL? -- Expanded Design for Transformative NL Cycle Through Three Levels of NL Communities -- An Illustrative Example: Transformative NL in Online Doctoral Education -- Conclusion -- References. Chapter 11: The Mode 3 Network University and Design: A New Materialist Perspective -- Introduction -- The Mode 3 Network University -- The Mode 3 Network, New Materialism and Design -- Non-human Agency -- Posthumanism -- New Materialisms and Design -- The Design Assemblage -- Conclusion -- References -- Chapter 12: Framing Networked Learning -- Introduction -- Frames -- Levels of Analysis -- The Biosphere -- The Distorted Reality -- The Community -- The Market -- Concluding Remarks -- References -- Part IV: Networked Learning in Times of Lockdown -- Chapter 13: Emerging Rhizomatic Networks and New Ways of Connectivity -- Introduction -- Learning in a Networked World -- A Framework for Analyzing Ways of Being Networked -- Emerging Networks -- Disturbed and Expanded Learning Networks -- Learning network Supporting the Development of Professional Skills -- Instagram as a Learning network Agent -- The Non-curated Ahierachical vs. the Curated Hierarchical Network -- Discussions and Conclusions -- Future Perspectives -- References -- Chapter 14: University Teachers´ Perceptions of Networked Learning During the Emergency-Remote-Teaching Period: A Phenomenogra... -- Research Background -- Research Problems and Question -- Emergency Remote Teaching -- Networked Learning -- Methodological Framework -- Data Collection -- Data Analysis -- Findings -- Category 1. Flexible Access to Online Resources -- Category 2. Flexible Access to Others -- Category 3. Personalized Small-Scale Interactions -- Category. 4 Belonging to Academic Communities -- Conclusion -- References -- Part V: Conclusion -- Chapter 15: Conclusion: Emerging Themes in Sustainable Networked Learning -- Introduction -- Lasting Effects of Lockdown Online Teaching and Learning? -- Digital Sustainability for the Future -- Future Roles of Networked Learning in Society. Balancing Utopia and Dystopia in Visions of AI and Open Data -- Speculative Methods in Research, Education and Design -- Balancing Qualitative and Quantitative Data in the Research of Networked Educational Settings: Studies at the Community and Pr... -- Final Remarks -- References -- Index. |
| Record Nr. | UNINA-9910754087103321 |
Dohn Nina Bonderup
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| Cham : , : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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