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Author: Guglielmo Trentin
Publisher: Elsevier
ISBN: 1780631642
Category : Education
Languages : en
Pages : 184
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Book Description
The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author’s direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainability Provides an instructional design model for NC Describes an original approach to the evaluation of collaborative learning processes
Author: Guglielmo Trentin
Publisher: Elsevier
ISBN: 1780631642
Category : Education
Languages : en
Pages : 184
Get Book
Book Description
The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author’s direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainability Provides an instructional design model for NC Describes an original approach to the evaluation of collaborative learning processes
Author: Yael Kali
Publisher: Springer
ISBN: 3030146103
Category : Education
Languages : en
Pages : 260
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Book Description
One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today’s information-based networked society.
Author: B. Wasson
Publisher: Springer Science & Business Media
ISBN: 9401701954
Category : Education
Languages : en
Pages : 531
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Book Description
This volume is of interest to researchers and students, designers, educators, and industrial trainers in such disciplines as education, cognitive, social and educational psychology, didactics, computer science, linguistics and semiotics, speech communication, anthropology, sociology and design. It includes discussions on knowledge building, designing and analyzing group interaction, design of collaborative multimedia and 3D environments, computational modeling and analysis, and software agents.
Author: Nina Bonderup Dohn
Publisher:
ISBN: 9783319748580
Category : Education
Languages : en
Pages : 219
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Book Description
The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.
Author: Vivien Hodgson
Publisher: Springer Science & Business Media
ISBN: 3319019406
Category : Education
Languages : en
Pages : 281
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Book Description
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 networked learning conference, a biannual institution since 1998, celebrates its 14th year in this volume. Here a range of studies, reflecting networked learning experiments across Europe and other global contexts , show important shifts away from a conservative tradition of Œe-learning1 research and unpeel dilemmas of promoting learning as an elusive practice in virtual environments. The authors point towards important futures in online learning research, where notions of knowledge, connectivity and Œcommunity1 become increasingly elastic, and engagements slide across material and virtual domains in new practices whose emergence is increasingly difficult to apprehend. “p>Tara Fenwick – University of Stirling. 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. Each chapter brings a particular perspective to the themes of design, experience and practice of networked learning, the chosen focus of the book. The chapters in the book embrace a wide field of educational areas including those of higher education, informal learning, work-based learning, continuing professional development, academic staff development, and management learning. 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.
Author: Peter M. Goodyear
Publisher: Springer Science & Business Media
ISBN: 1402079095
Category : Education
Languages : en
Pages : 248
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Book Description
Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Networked learning is an area which has great practical and theoretical importance. It is a rapidly growing area of educational practice, particularly in higher education and the corporate sector. This volume brings together some of the best research in the field, and uses it to signpost some directions for future work. The papers in this collection represent a major contribution to our collective sense of recent progress in research on networked learning. In addition, they serve to highlight some of the largest or most important gaps in our understanding of students’ perspectives on networked learning, patterns of interaction and online discourse, and the role of contextual factors. The range of topics and methods addressed in these papers attests to the vitality of this important field of work. More significant yet is the complex understanding of the field that they combine to create. In combination, they help explain some of the key relationships between teachers’ and learners’ intentions and experiences, the affordances of text-based communications technologies and processes of informed and intelligent educational change.
Author: Tang, Siew Fun
Publisher: IGI Global
ISBN: 1522540814
Category : Education
Languages : en
Pages : 377
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Book Description
As educational standards continue to transform, it has become essential for educators to receive the support and training necessary to effectively instruct their students and meet societal expectations. To do this, fostering education programs that include innovative practices and initiatives is imperative. Preparing the Next Generation of Teachers for 21st Century Education provides emerging research on innovative practices in learning and teaching within the modern era. While highlighting topics such as blended learning, course development, and transformation practices, readers will learn about progressive methods and applications of 21st-century education. This book is an important resource for educators, academicians, professionals, graduate-level students, and researchers seeking current research on contemporary learning and teaching practices.
Author: Christopher Jones
Publisher: Springer
ISBN: 3319019341
Category : Education
Languages : en
Pages : 249
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Book Description
This book posits the idea that networked learning is the one new paradigm in learning theory that has resulted from the introduction of digital and networked technologies. It sets out, in a single volume, a critical review of the main ideas and then articulates the case for adopting a networked learning perspective in a variety of educational settings. This book fills a gap in the literature on networked learning. Although there are several edited volumes in the field there is no other monograph makes the academic case and provides the academic context for networked learning. This volume accomplishes three main goals. First, it assists researchers and practitioners in acquainting themselves with the field. Second, it provides resources for reference and guidance to those not well acquainted with the field. Finally and most powerfully, it also allows for the consolidation of a field that is truly multidisciplinary in a way that maintains coherence and consistency.
Author: Lyn Sharratt
Publisher: Corwin Press
ISBN: 1506337651
Category : Education
Languages : en
Pages : 321
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Book Description
Leadership, collaborative learning, and student achievement – discover what works! This resource-rich book provides a straightforward, strategic path to achieving sustainable communities of collaborative learners. Research-proven inquiry techniques, vignettes, case studies and action-oriented protocols help you build strong learning relationships for high-impact student achievement. System leaders, principals and teachers learn to: Integrate diverse views and perspectives Build trust and hear every voice Leverage key resources and processes Build students’ cognitive, interpersonal, and intrapersonal skills Use “Assessments-in-Action” to improve, monitor and sustain progress Build a collaborative culture through learning together Use this go-to guide to transform your school from a place of ‘good intentions’ to a center of intentional practice today!
Author: Daniel Muijs
Publisher: Springer Science & Business Media
ISBN: 9400702833
Category : Education
Languages : en
Pages : 183
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Book Description
Collaboration and networking have recently come to the fore as major school improvement strategies in a number of countries. A variety of initiatives, from government and other agencies, have encouraged collaboration and led to a lot of practical activity in this area. However, at present there are no texts in education that explore collaboration and networking from both a theoretical and practical perspective. In this book, we aim to provide a theoretical background to educational collaboration, drawing on research and theory in policy studies, psychology and sociology, leading ultimately to a typology of networks. This theoretical base will be tested in the discussion of a number of case studies referring to specific initiatives such as the Federations programme, multi-agency collaboration and Networked Learning Communities. Lessons for practice will be drawn and presented in terms of factors internal and external to the school. The key issue of network leadership will be addressed here as well.
