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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 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. 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.  .

Computer-assisted instruction. --- Educational innovations. --- Educational technology. --- Education --- Social Sciences --- Education, Special Topics --- Computer-assisted instruction --- Internet in education --- Computer network resources --- Education. --- Educational Technology. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Aids and devices

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Audiovisual methods --- onderwijs --- leermiddelen --- video's --- AVM (audiovisuele materialen) --- video --- Television in education --- -#SBIB:309H160 --- #SBIB:309H501 --- #SBIB:309H162 --- Matériel audiovisuel Audiovisuele uitrusting --- Matériel didactique Leermiddelen --- Communication visuelle Visuele communicatie --- Publication Publicatie --- Educational television broadcasting --- ETV (Educational television) --- Audio-visual education --- Distance education --- Teaching --- Closed-circuit television --- Educational television stations --- 007.3 --- Programmed instruction --- Video: algemene werken --- Mediapedagogiek (incl. mediadidactiek) --- Videogrammen: functies, genres, historiek --- Aids and devices --- Programmed instruction. --- #SBIB:309H160

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Interactive multimedia. --- Media programs (Education) --- Multimedia systems --- Educational technology --- Multimédia --- Technologie éducative --- Study and teaching --- Etude et enseignement --- Interactive multimedia --- Apprentissage Leerproces --- Interactivité Interactieve media --- Matériel didactique Leermiddelen --- Multimédia Multimedia --- Pédagogie Opvoedkunde --- Technologie de l'information Informatietechnologie --- Educational media programs --- Instructional materials programs --- Multi media programs --- Programs, Media --- School media programs --- Hypermedia systems --- Interactive media --- Teaching --- Computer software --- Aids and devices --- Méthode pédagogique --- Système multimédia

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Teachers --- Microteaching --- Enseignants --- Micro-enseignement --- Training of --- Formation --- Television in education --- #gsdbP --- Teacher education --- Teacher training --- Teachers, Training of --- Education --- Interaction analysis in education --- Teaching --- Educational television broadcasting --- ETV (Educational television) --- Audio-visual education --- Distance education --- Closed-circuit television --- Educational television stations --- Simulation methods --- Aids and devices --- Enseignants Leerkrachten --- Formation des formateurs Vorming van de opleiders --- Groupes Groepen --- Qualités (formateurs) Eigenschappen (opleiders) --- Vidéo Video --- Microteaching. --- Television in education. --- Training of. --- Micro-enseignement. --- Teachers - Training of. --- Teachers - Training of

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Apprendre mobilise un ensemble de médias, de ressources matérielles et humaines. Notre modèle formatif actuel, qui s'est construit au fil des décennies en fonction d'évolutions internes et externes au milieu éducatif, est confronté à un phénomène récurrent dont nous maîtrisons mal les conséquences en termes de processus avec l'introduction massive des médias en formation, depuis la Lanterne magique dès 1880 jusqu'à Internet aujourd'hui. Au-delà de l'attirance des technologues et du retrait de certains pédagogues, le monde éducatif actuel est confronté à la nécessité d'analyser la dynamique de construction des usages ainsi induits dans le contexte spécifique de l'éducation et de la formation.

Educational technology --- Audio-visual education --- Technologie éducative --- Enseignement --- Méthodes audiovisuelles --- Information and Communication --- Education --- Cognitive Psychology --- New Technologies --- Innovation --- Entitlement attitudes --- Mass media in education --- Distance education --- Educational psychology --- e-learning e-learning --- Formation à distance Afstandsonderwijs --- Matériel didactique Leermiddelen --- Méthodes d'enseignement Onderwijsmethoden --- Technologie de l'information Informatietechnologie --- Attitudes of entitlement --- Entitlement (Psychology) --- Exaggerated entitlement (Psychology) --- Excessive entitlement (Psychology) --- Non-entitlement (Psychology) --- Nonentitlement (Psychology) --- Attitude (Psychology) --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Psychology --- Distance learning --- Open learning --- Telecommunication in education --- Aids and devices