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Welcome to Croatia, and to the 11th Networked Learning Conference

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Parallel Session 6 - Ban Jelačić [clear filter]
Wednesday, May 16
 

9:30am CEST

Designing for Networked Learning in The Third Space
The focus of the argument in this paper is first situated in an allegory based on Van Gogh’s Expressionist masterpiece, The Yellow House, in that, our argument shares Van Gogh’s theme of looking for a home for a diverse community, engaged in a shared social movement, imagined/acted upon to evoke change. Our argument is fraught with commitments, investments, hopes, debates, rifts, and conflicts involved in the tentative, emergent nature associated with social movements. Within this diverse and contested context, networked learning praxis is set apart from mainstream e-learning and educational technology theories and practices. The problem of designing learning, in general, and designing for networked learning, in particular, is critically examined through a comparison of the projects, histories, and tenets of instructional design (ID) and learning design (LD). Associated notions of teacher-centred, learner-centred, and community/context-centred approaches to design are compared. Contrasts are drawn and commonalities are identified. The shared LD/ID claims that their projects are pedagogically neutral is interrogated. We then introduce Third Space theory as a way to open a dialogue between ID/LD proponents/researcher-practitioners. Third Space theory begins with abandoning aspirations for emergence of consensus from difference, arguably a practical stance to take when dealing with wide-ranging diversities across multicultural, interdisciplinary, international contexts. Having abandoned consensus, Third Space theory is directed toward ‘multilogues’ that promote boundary crossings and hybridisations, which can result in the emergence new “presences”: newly co-constructed ways to identify and accomplish shared goals. If we conceptualise The Third Space as, (Dare we suggest, an Expressionist social movement?), then based on historical examples of earlier social movements, it is relatively safe to suggest that this space too will likely be marked by misunderstandings and incommensurabilities. Third space ‘multilogues’ will involve participants sometimes talking ‘past each other’ rather than ‘with each other.’ We can expect substantive disagreements and retreats to previously held positions prior to arriving at places of mutual recognition, and perhaps even one or more forms of reconciliation. The paper concludes with an invitation for LDs and IDs to enter The Third Space with a view to finding varied, but sustainable, hybridised conceptualisations of design theories and practices that can contribute to designing future opportunities for networked learning across multicultural, multilinguistic, international, interdisciplinary context.

Speakers
DN

Dorothea Nelson

PhD Student/Research Assistant, University of Calgary


Wednesday May 16, 2018 9:30am - 9:55am CEST
Ban Jelačić Hotel Dubrovnic, Zagreb
  Parallel Session 6 - Ban Jelačić, Paper
  • Key Words third space, instructional design, learning design

9:55am CEST

Knowledge and learning in virtual communities of practice (VCoPs): theoretical underpinnings
The aim of the paper is to revisit the concepts of knowledge and learning in virtual communities of practice (VCoPs). Despite a great variety of approaches and successful examples of deployment of VCoPs, little research attention is paid to developing models or frameworks conceptualizing knowledge and learning in VCoPs. The review of the selected literature has enabled to propose a multi metaphorical framework of knowledge and a conceptual model of learning in VCoPs. The author uses a metaphoric approach to address the idea of paradigm shift and suggests a non-linear perspective on knowledge evolution affected by technological innovations. The multi metaphorical framework under consideration shows the shifts from behavioral learning to networked learning where VCoPs are located. The definition of VCoPs and their features are paid special attention to in the research. VCoPs are viewed from three overlapping dimensions: Community of practice, virtual domain of technology enhanced learning and discipline-based learning community of practice. Such a view represents a conceptual idea of discipline-based VCoPs which arises when three main components interplay: domain (virtual environment where teacher-student social interaction takes place); the community (the principles of apprenticeship as a learning model); the practice (developing the repertoire to solve problems within the discipline context). Also, the suggested multi metaphorical framework enables viewing learning within VCoP from knowledge- creation metaphor which leads to examination of learning from the perspectives of activity theory. Activity theory is used not as an analytical tool in the research but mainly as a descriptive approach to delineate learning within VCops as a technology mediated activity. The knowledge is constructed within the community, but the interaction and learning are mediated via digital artifacts. Applying principles of activity theory, VCoPs can be analyzed as complex systems where subjects interact with the community using technologies. Systems approach is applied to work out a logical model of learning activity in VCoPs consisting of axiological, cognitive, professional-educational, technological, communicative, reflexive components. The proposed model should be considered as a schematically descriptive model of learning within VCoPs because complex systems cannot be perceived using one approach due to their multidimensional and complex nature._x000D_ The paper concludes by the discussion of the findings and recommendations for further research. The topic is of interest because better understanding of the concepts of knowledge and subsystems of learning concept in the era of technologies is sure to enhance teaching practice._x000D_  

Speakers

Wednesday May 16, 2018 9:55am - 10:20am CEST
Ban Jelačić Hotel Dubrovnic, Zagreb
  Parallel Session 6 - Ban Jelačić, Paper
  • Key Words community of practice, virtual community of practice, metaphoric approach, activty theory, concept of learning, concept of knowledge

10:20am CEST

Analysing learning designs of 'learning through practice' as Networked Learning
Our aim in this paper is to analyse a set of well-known pedagogical approaches based on 'learning through practice' by viewing them as forms of networked learning. Following earlier work by the second author, we understand networked learning as learners' connecting of contexts in which they participate and as their resituation of knowledge, perspectives, and ways of acting across these contexts (Dohn, 2014). Learning designs of 'learning through practice' are distinguished by engaging practices outside the formal educational system as ways of developing curricular understanding and, reciprocally, as providing grounds for concretisation of curricular content through its enactment in practice. By viewing these learning designs as networked learning we highlight their potential for supporting certain connection forms between learners' experiences in target practice and educational practice. In particular, we look at the learning designs of 1) case-based learning, 2) design-based learning, and 3) simulation-based learning. We understand a learning design in accordance with Mor, Mellar, Warburton, & Winters (2014) as an educational pattern that supports specific actions in typical situations and, in compact form, collects the central part of a practice that can be communicated to others (2014). We understand a learning design to have four primary dimensions: 1) purpose, 2) content, 3) methods, and 4) underlying learning-theoretical basis. The four dimensions reflect basic functions of an educational practice: its purpose (its why), its content (its what), its method (its how), and its theoretical basis (its reason for the why, what and how). We argue that case-based learning establishes a relationship of inquiry between learner and target practice with the aim to support the learners in gaining understanding through participating in a sense-making process. The relationship established in design-based learning is one of innovation with the aim to support learners in developing understanding of practice through changing it. Finally, in simulation-based learning, relationships of imitation of target practice and engagement in ‘as-if’ practice are established with the aim of supporting learners in developing situated skills and knowledge.


Wednesday May 16, 2018 10:20am - 10:45am CEST
Ban Jelačić Hotel Dubrovnic, Zagreb
  Parallel Session 6 - Ban Jelačić, Paper
  • Key Words networked learning, learning design, case-based learning, design-based learning, simulation-based learning, connections between contexts

10:45am CEST

The Epistemic Practice of Networked Learning
This paper has two aims; first to understand how networked learning has developed as a field and educational approach in the last 20 years; and second to consider the contribution the Networked Learning Conference has had to the development of the field. To achieve this we conducted a survey of people who have regularly presented or published papers from the Networked Learning Conference (NLC) since its inception in 1998.  The purpose of the survey was to understand the role the conference has played for them in the development of their thinking and ideas over time, and what this means for the theory, pedagogy and practice of networked learning._x000D_ In order to provide a context in which to examine respondents’ experiences of networked learning, we situate the paper in the current definition of the term. Since the first conference in 1998, the definition of networked learning has come to be defined as involving the key characteristics of learning community; connections; reflexivity; criticality; collaboration; and relational dialogue._x000D_ Our survey involved sending an email to 30 NLC participants in which we asked them to respond to five questions about their experience of the conference. 21 responses were returned. In general, many people felt that networked learning gives a frame of reference where the conference enacts the values of networked learning as a research community. We thus argue in the paper that a closer examination of the NLC offers an interesting opportunity to re-evaluate key characteristics and values associated with networked learning, which informs us of networked learning as a social practice._x000D_ To achieve this, we focus in depth on four areas that figured particularly strongly in the analysis and which we believe are worthy of further discussion. They are critical space, community, scholarship, and developing practice. We found there was a degree of overlap and interaction between these areas, and that together these four areas constitute key aspects to the way way the networked learning conference 'institutionalises' networked learning as a practical accomplishment.


Wednesday May 16, 2018 10:45am - 11:10am CEST
Ban Jelačić Hotel Dubrovnic, Zagreb
  Parallel Session 6 - Ban Jelačić, Paper
  • Key Words Networked Learning, Learning Community, Criticality, Critical Spaces, Epistemic Practice