Using pattern languages to mediate theory–praxis conversations in design for networked learning

Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning

Social learning analytics: Navigating the changing settings of higher education.

Current trends and challenges in higher education (HE) require a reorientation towards openness, technology use and active student participation. In this article we will introduce Social Learning Analytics (SLA) as instrumental in formative assessment practices, aimed at supporting and strengthening students as active learners in increasingly open and social learning environments. The analysis of digital traces of students’ learning behaviors provides insight into learning opportunities and can raise students’ awareness about where to be and whom to join. Against the background of these HE trends and challenges, we discuss opportunities for applying SLA to support open learning practices, that will move students from awareness to productive engagement in learning activities that promote co–construction of knowledge

Social Network Analyses (SNA) as a method to study the structure of contacts within teams of a school for secondary education

This paper reports findings from a study using social network analysis techniques to understand social learning relationships within and between teacher teams in a large secondary school in the Netherlands (n=117 teachers). The findings suggest a relationship between the social structure of a team and their preferred way of learning and it highlights the impact certain functions or positions in a school can have on the ability to develop social relationships. Findings will be used to improve tools and instruments to detect, visualise and facilitate informal professional development networks in school organizations

Unfolding perspectives on networked professional learning: Exploring ties and time

Networked learning and learning networks are commonplace concepts in most contemporary discourse on learning in the 21st century. This special issue provides a collection of studies that address the need for a growing body of empirical work to extent the limited understanding of the use and benefits of networks in relation to learning and professional development. In this article we attempt to offer a synthesis of the studies presented in this special issue and reflect on their findings.  The studies in this issue present a rich combination of networked professional learning research addressing issues related to the composition and structure of learning networks, their content and activities, showing how multi-faceted research in the field of networked learning really is. Based on the findings and methods used in the articles in this issue, we articulate some recommendations for further research. The recommendations are focused on the need for advanced multi-level analysis to understand the complexity of learning ties, the need for employing a multi-method research approach to triangulate and contextualize findings, the need to conduct process and time-based analysis and finally the need to further develop a theory and toolkit for applying Social Network Analysis in the context of networked learning.

Introduction to Learning within Digital and Social Media Minitrack

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Value creation:What matters most in Communities of Learning Practice in higher education

This study examines the phenomenon of value creation enabled by peers’ voluntary participation in Communities of Learning Practice (CoLPs) in higher education, with the aim to extract which experiences of learning community participation are considered valuable by learning community members. The participants were 27 international master students at a German university. Data were collected from participants’ written narratives-so called value creation stories. A systematic qualitative research approach was employed. Initially, we conducted a theory-driven content analysis to classify members’ attributed values. Subsequently, we performed an emergent data-driven thematic analysis to extrapolate the specifics of attributed values by participants. This study underscores the role of learning community members’ agency in value creation, by having community members, instead of external members, define value creation for themselves, as an individual and collective process and “outcome” enabled by participation in CoLPs.<br/

Sociaal leren: Past dat bij mij?

In dit artikel wordt de Quiz: Is sociaal leren iets voor mij beschreve

Progettare l’apprendimento con le tecnologie didattiche attraverso le reti sociali

Questo contributo discute e illustra come la conoscenza delle reti sociali possa essere usata per dare forma alla progettazione sociale e tecnologica dell’apprendimento e dell’insegnamento nell’istruzione universitaria. Il lavoro introduce la prospettiva delle reti sociali e spiega come questa possa essere usata per esplorare l’apprendimento. In particolare, viene mostrato come un approccio relazionale possa essere usato per esplorare le basi dei legami d’apprendimento, scoprire posizioni e ruoli sociali e costituire una base per il capitale sociale di una rete. Segue una discussione sulle attuali direzioni di ricerca, mostrando come questo approccio possa essere applicato nell’educazione. Questa ricerca indica come la conoscenza delle reti di apprendimento informale possa facilitare e modellare la progettazione dell’apprendimento, l’insegnamento e lo sviluppo professionale

Practice-based research methods to guide designing for situated (networked) learning

The title of the conference is ‘Practice-based research methods’, and the different contributions will look at practice-based research methods from different perspectives. The main perspectives will be: – Situated knowledge, practice and networks – Practice-based research and valorisation – Networked learning – Significance of context – Designing practice-based researchOpen Universiteit - University of Southern Denmar