Re-conceptualising the boundaries of networked learning: the shifting relationship between learners and teachers

Networked learning has the potential to change the perceptions and practice of those engaged in learning within both networked and traditional environments. At the heart of such change is the nature of the relationship between learners and teachers as their roles and responsibilities are transformed. Recognising this, the E-Quality in e-Learning Manifesto (2002) proposed key aspirations for this relationship, identifying a model based on collaboration and co-construction of knowledge. This model was seen to be supported by the concept of the learning community and to have implications for the professional development of H.E. practitioners. We argue that the ideas contained within the Manifesto can be advanced to fully capture the shifting roles and relationships inherent within networked learning. To this end, this paper focuses on a core set of boundary definitions, central to the way networked learning is conceptualised and experienced. Firstly, we revisit the concept of expertise within learning. While we agree that the expert-acolyte dichotomy is no longer pursuant within networked learning, we argue for a new understanding of the role of expertise defined by transient boundaries. Expertise becomes a quality that moves between members of learning networks, dependent upon time, activity and focus. This raises questions for the traditional boundaries drawn between teachers and learners. If we begin to view teachers as fellow learners in a communal process, we must consider how such learning communities are to be defined. A partial answer lies in the dialogue and communication that connects network members, yet this potentially ignores the relevance of content within networked learning. As such, the boundaries between content and communication are considered and found to be less defined that previously presented. The communication that distinguishes networked learning communities forms the basis of the content members both utilise and collaboratively create. Finally, the implications of these boundary discussions for the professional development of H.E. practitioners are addressed. We note the significant challenges faced in preparing practitioners for their changing role, especially in relation to how they re-conceptualise their place in the learning process and the professional values they associate with it. Finally, we argue for the use of networked communities of professional practice as the means to support the development of diverse H.E. practitioners

Revisiting the E-quality in Networked Learning Manifesto

The purpose of this paper is to re-introduce the E-quality in Networked Learning Manifesto that was presented at the Networked Learning 2002 conference by the E-Quality Network and to reflect on its current applicability and meaning for networked learning. The paper will focus specifically on two of the five themes of the Manifesto; the working definition of networked (e)-learning and the need for a networked (e) - learning policy. In the paper we argue that the time is right to simply use the term networked learning and drop the ‘e’ in networked e-learning. This is because we think it is more important to foreground connectivity as a specific and important pedagogical feature of networked learning. We claim that an updated definition of networked learning should not only refer to being a pedagogy based on connectivity and the co-production of knowledge but also one that aspires to support e-quality of opportunity and include reference to the importance of relational dialogue and critical reflexivity in all of this. Following on from the definition of networked learning we reaffirm the point made in the original Manifesto that policy for networked learning should be based on explicit educational values and research. And further, that it should be reiterated by reference to research findings. We identify a number of policy areas that have been identified as important to consider at both the Government and Institutional level. We then argue for policy, when introducing Networked Learning into the curriculum and institutional educational practice, to be informed by the educational values and theory underpinning networked learning and not to be developed in isolation to these. The paper concludes by asking people to respond and draw on their research to comment on and hopefully develop the E-Quality Networked Learning manifesto and draw out issues for networked learning for the coming years

Science Priorities for the Extraction of the Solid MSR Samples from their Sample Tubes NASA-ESA Mars Rock Team

editorial reviewedPreservation of the chemical and structural integrity of samples that will be brought back from Mars is paramount to achieving the scientific objectives of MSR. Given our knowledge of the nature of the samples retrieved at Jezero by Perseverance, at least two options need to be tested for opening the sample tubes: (1) One or two radial cuts at the end of the tube to slide the sample out. (2) Two radial cuts at the ends of the tube and two longitudinal cuts to lift the upper half of the tube and access the sample. Strategy 1 will likely minimize contamination but incurs the risk of affecting the physical integrity of weakly consolidated samples. Strategy 2 will be optimal for preserving the physical integrity of the samples but increases the risk of contamination and mishandling of the sample as more manipulations and additional equipment will be needed. A flexible approach to opening the sample tubes is therefore required, and several options need to be available, depending on the nature of the rock samples returned. Both opening strategies 1 and 2 may need to be available when the samples are returned to handle different sample types (e.g., loosely bound sediments vs. indurated magmatic rocks). This question should be revisited after engineering tests are performed on analogue samples. The MSR sample tubes will have to be opened under stringent BSL4 conditions and this aspect needs to be integrated into the planning

Action Learning:Heads Conference workshop

A powerpoint presentation to introduce managers to the concept of action learning as an approach to professional development