Download Exploring the Theory, Pedagogy and Practice of Networked by Lone Dirckinck-Holmfeld, Vivien Hodgson, David McConnell PDF

By Lone Dirckinck-Holmfeld, Vivien Hodgson, David McConnell

Based on a range of the main proper and prime quality learn papers from the 2010 Networked studying convention, this ebook is an indispensible source for all researchers, educational designers, software managers, and studying technologists attracted to the world of expertise greater studying. The booklet was once a huge catalyst for the Springer “Research in Networked studying” ebook sequence edited via Vivien Hodgson and David McConnell. info of the “Research in Networked studying” ebook sequence and present titles are available at

This quantity presents details on present developments and advances in examine on networked studying, know-how more desirable studying, and e-learning. particularly, it offers innovative info within the components of:

  • Designing and Facilitating studying in a Networked global
  • Methodologies for study in Networked studying
  • Learning in Social Networks
  • Embedding Networked studying in private and non-private companies
  • Problem established Networked studying
  • Globalization and Multiculturalism in Networked studying
  • Networked studying and overseas improvement
  • Participation and Alienation in Networked studying

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Extra info for Exploring the Theory, Pedagogy and Practice of Networked Learning

Sample text

Jones, C. ). (2001). Networked learning in higher education. Berlin: Springer Verlag. , & Dirckinck-Holmfeld, L. (2002). A survey of technologies supporting virtual project based learning. In S. ), The third international conference on networked learning (pp. 572–581). Sheffield: University of Sheffield. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. Part II Developing Understandings of Networked Learning Chapter 2 Networked Learning, Stepping Beyond the Net Generation and Digital Natives Chris Jones Introduction This chapter critically examines an idea that has become common during the past 10 years that young people have undergone a generational change in which their exposure to digital and networked technologies, the bits and bytes of the twenty-first century, has caused a step change in the character of a whole generation.

On the other hand, ICT is viewed as a many-fold and complex learning infrastructure, which mediates the learning taking place and which enables the students, students and supervisors and coordinators to work together on shared enterprises to build up shared repertoires and engagements through promoting connections between one learner and other learners, between learners and tutors and between the learning community and its learning resources (Goodyear et al. 2004). In the POPP approach to networked learning, it is however not so much “connections” which are viewed as the core motor for development as more engaged interdependencies between the group members that is seen as the driving force for meaningful learning (Fjuk and Dirckinck-Holmfeld 1997).

When asked about their willingness to work collaboratively in groups, 96% of students said it depended on the degree of openness in the group (McConnell 2006, p. 72). Self-determined learning. Self-determined learners take primary responsibility for identifying their own learning needs, and help others in determining theirs. In these processes, learners become aware of how they learn, and develop deep approaches to learning. When asked, a large proportion of students (91%) say that studying in this way has made them more aware of the strengths and weaknesses of their own learning processes (McConnell 2006, p.

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