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LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00008332naa a2200937 4500
001oai:DiVA.org:umu-181780
003SwePub
008210325s2021 | |||||||||||000 ||eng|
009oai:DiVA.org:kth-313278
009oai:DiVA.org:miun-41748
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1817802 URI
0247 a https://doi.org/10.1007/s42438-021-00222-y2 DOI
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3132782 URI
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-417482 URI
040 a (SwePub)umud (SwePub)kthd (SwePub)miun
041 a engb eng
042 9 SwePub
072 7a ref2 swepub-contenttype
072 7a art2 swepub-publicationtype
1001 a Networked Learning Editorial Collective, (NLEC)4 aut
2451 0a Networked Learning in 2021: A Community Definition
264 c 2021-03-25
264 1b Springer,c 2021
338 a electronic2 rdacarrier
500 a QC 20220621
520 a Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'.It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment.In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades.Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community’s theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development.The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors.Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building.
650 7a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650 7a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
650 7a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Lärande0 (SwePub)503032 hsv//swe
650 7a SOCIAL SCIENCESx Educational Sciencesx Learning0 (SwePub)503032 hsv//eng
653 a education
653 a pedagogik
7001 a Gourlay, Lesley4 aut
7001 a Rodríguez‑Illera, José Luis4 aut
7001 a Barberà, Elena4 aut
7001 a Bali, Maha4 aut
7001 a Gachago, Daniela4 aut
7001 a Pallitt, Nicola4 aut
7001 a Jones, Chris4 aut
7001 a Bayne, Siân4 aut
7001 a Børsen Hansen, Stig4 aut
7001 a Hrastinski, Stefan,c Professor,d 1980-u KTH,Digitalt lärande4 aut0 (Swepub:kth)u1gllty9
7001 a Jaldemark, Jimmy,c Docent,d 1970-u Mittuniversitetet,Institutionen för utbildningsvetenskap4 aut0 (Swepub:miun)jimjal
7001 a Themelis, Chryssa4 aut
7001 a Pischetola, Magda4 aut
7001 a Dirckinck‑Holmfeld, Lone4 aut
7001 a Matthews, Adam4 aut
7001 a N. Gulson, Kalervo4 aut
7001 a Lee, Kyungmee4 aut
7001 a Bligh, Brett4 aut
7001 a Thibaut, Patricia4 aut
7001 a Vermeulen, Marjan4 aut
7001 a Nijland, Femke4 aut
7001 a Vrieling‑Teunter, Emmy4 aut
7001 a Scott, Howard4 aut
7001 a Thestrup, Klaus4 aut
7001 a Gislev, Tom4 aut
7001 a Koole, Marguerite4 aut
7001 a Cutajar, Maria4 aut
7001 a Tickner, Sue4 aut
7001 a Rothmüller, Ninette4 aut
7001 a Bozkurt, Aras4 aut
7001 a Fawns, Tim4 aut
7001 a Ross, Jen4 aut
7001 a Schnaider, Karolineu Umeå universitet,Pedagogiska institutionen4 aut0 (Swepub:umu)kani0080
7001 a Carvalho, Lucila4 aut
7001 a K. Green, Jennifer4 aut
7001 a Hadžijusufović, Mariana4 aut
7001 a Hayes, Sarah4 aut
7001 a Czerniewicz, Laura4 aut
7001 a Knox, Jeremy4 aut
7102 a KTHb Digitalt lärande4 org
7730 t Postdigital Science and Educationd : Springerg 3, s. 326-369q 3<326-369x 2524-4868x 2524-485X
8564 u https://doi.org/10.1007/s42438-021-00222-yy Fulltext
8564 u https://umu.diva-portal.org/smash/get/diva2:1539974/FULLTEXT02.pdfx primaryx Raw objecty fulltext:print
8564 u https://link.springer.com/content/pdf/10.1007/s42438-021-00222-y.pdf
8564 u https://miun.diva-portal.org/smash/get/diva2:1539982/FULLTEXT01.pdfx primaryx Raw objecty fulltext:print
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181780
8564 8u https://doi.org/10.1007/s42438-021-00222-y
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-313278
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41748

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