Foreword
Introduction
Contents
About the Authors
Chapter 1: Becoming a Knowledge Community: The Epistemic Practice of Networked Learning
1.1 Introduction
1.2 Methodology
1.3 Themes in the Responses
1.4 Critical Space in Networked Learning
1.5 Community in Networked Learning
1.6 Scholarship in Networked Learning
1.7 Developing Practice in Networked Learning
1.8 Conclusions
References
Part I: Aspects of Mobility for Networked Learning in a Global World
Chapter 2: The Unbundled University: Researching Emerging Models in an Unequal Landscape
2.1 Introduction
2.2 The Evolving Nature of Higher Education and Emerging Topics in Networked Learning: Defining the Intersection of Digital Technology, Marketisation and Unbundling
2.3 The South African Context
2.4 Data Collection Methods and Methodology
2.4.1 Mapping to Uncover New Insights
2.4.2 Methodology
2.4.3 Visual Features
2.4.4 The Maps
2.5 Conclusion and Next Steps
References
Chapter 3: Distilling Complexity Through Metastability and Mobility: The Networked Learning of Amara
3.1 Networked Learning and Mobilities
3.2 Mobilities and Education
3.3 Methodologies and Mobilities
3.4 Amara and Her Mobilities
3.5 Materialities and the Networks of Mobility
3.6 Disposition and Mobility
3.7 Moving Towards Networked Learning Research Agendas
References
Part II: Use and Misuse of Algorithms and Learning Analytics
Chapter 4: Learning in the Wild: Understanding Networked Ties in Reddit
4.1 Introduction
4.2 Learning in the Wild
4.3 Social Network Analysis
4.3.1 Network Visualisation and Data Exploration
4.3.2 Prediction
4.3.3 Nature and Formation of Learning Ties
4.4 Reddit
4.5 Methods
4.6 Results
4.6.1 Descriptive Network Statistics and Network Visualisations
4.6.2 Resulting ERG Models
4.7 Discussion
4.8 Conclusions
References
Chapter 5: Dashboard Literacy: Understanding Students’ Response to Learning Analytic Dashboards
5.1 Context and Rationale
5.2 Methods
5.2.1 Sample
5.2.2 Ethics
5.3 Analysis
5.3.1 Knowing
5.3.2 Being
5.3.3 Acting
5.3.4 Dispositions to Learning and Response to Dashboard
5.3.5 Designing in Student Agency
5.4 Conclusion
References
Chapter 6: Whose Domain and Whose Ontology? Preserving Human Radical Reflexivity over the Efficiency of Automatically Generated Feedback Alone
6.1 Introduction
6.2 Networked Learning (NL) and Radically Reflexive Feedback
6.2.1 Part One: AI, Turnitin and the ‘Sat Nav Student Experience’
6.2.2 Part Two: Where Do We Cry in Higher Education?
6.2.3 Part Three: Towards Radical Reflexive Feedback
6.3 Conclusion
References
Part III: Understanding and Empowering Learners
Chapter 7: Understanding and Identifying Cognitive Load in Networked Learning
7.1 Introduction
7.2 Background
7.2.1 Cognitive Load Theory
7.2.2 Networked Learning
7.2.3 Defining the Problem
7.3 Discussion: Identifying Cognitive Load in Networked Learning
7.3.1 Cognitive Load in Networked Learning Environments
7.3.2 Cognitive Load in Learning Tasks
7.3.3 Cognitive Load in Learner Activity
7.4 Conclusion and Directions for Future Research
References
Chapter 8: Networks of Knowledge, Students as Producers, and Politicised Inquiry
8.1 Introduction
8.2 The Student as Producer
8.3 The Production of Knowledge in Networks
8.4 Dimensions of Digital Literacies in the Ensemble Project
8.5 Student Inquiry, Research Objects and Knowledge in Networks
8.6 Students as Producers of Research Objects
8.7 Promoting Pedagogies of Excess
8.8 Conclusion
References
Chapter 9: Stewarding and Power in Networked Learning
9.1 Introduction
9.2 Background: Stewarding and Power in Networked Learning
9.3 Methodology
9.3.1 The Setting
9.3.2 The Data Set
9.4 Findings
9.4.1 Stewarding and the Development of Community Artefacts
9.4.2 Power and Resistance
9.4.3 The Emergence of Stratification
9.5 Conclusion
References
Chapter 10: Boundary Practices and the Use of Boundary Objects in Collaborative Networked Learning
10.1 Introduction
10.2 Method and Context of the Study
10.2.1 MIL as Context for Studying Boundary Practices and Boundary Objects
10.2.2 Methods
10.3 Study I (2003–2004): Studying 2D Boundary Objects in Problem-Oriented Project Pedagogy
10.3.1 Collecting and Analyzing Data
10.4 Study II (2010–2011): Studying 3D Boundary Objects in Problem-Oriented Project Pedagogy
10.4.1 Theoretical Background
10.4.2 Knowledgeability and Modes of Identification in Landscapes of Practice
10.4.3 Boundaries and Boundary Objects in Learning
10.5 Boundary Objects in a 2D VLE (Study I)
10.6 Boundary Objects in a 3D VLE (Study II)
10.6.1 Differences Between the VLEs in Study I and Study II
10.7 Discussion
References
Chapter 11: Laugh with Us, Not at Us: Parody and Networked Learning
11.1 Preamble
11.2 Introduction: How the Paper Was Planned
11.3 Defining Networked Learning and Parody
11.3.1 My Parody: Agonise over Definitions
11.4 Related Themes in Earlier Papers
11.4.1 My Parody: Cherry-Pick Antecedents from the Community
11.5 Where Is the Novel in Networked Learning?
11.5.1 My Parody: Come Up with a Novel Metaphor
11.6 Crossing the Boundary into Satire and Travesty
11.6.1 My Parody: Share Examples of Boundary Crossing
11.7 Genre, Intertextuality and Multimodality
11.7.1 My Parody: Summarise in Three Categories
11.8 Pre-Parodic Networked Learning
11.8.1 My Parody: Use/Create Expressions with Post(-) as a Prefix
11.9 What Makes Networked Learning the New Traditional?
11.9.1 My Parody: Set the Study Up as an Alternative to Tradition
11.10 Inconclusion: Unbounded Territory
References
Chapter 12: Conclusion: Mobility, Data and Learner Agency in Networked Learning
12.1 Summaries of Issues and Perspectives in the Chapters
12.1.1 Intro
12.1.2 Aspects of Mobility for Networked Learning in a Global World
12.1.3 Use and Misuse of Algorithms and Learning Analytics
12.1.4 Understanding and Empowering Learners
12.1.5 Outro
12.2 Emerging Issues for Further Research in Networked Learning
12.2.1 Demarcation and Characterisation of the Field of Networked Learning
12.2.2 The Socio-Material Turn
12.2.3 Evolving Forms of Networked Learning Design and Assessment
12.3 Concluding Remarks
References
Endorsements
Index