RT1. Can Networked Learning be defined - and should it be.pdf
A recurrent question in the context of the Networked Learning Conference (NLC) is “what do we mean by ‘networked learning’?” This question is raised not only before the conference, by potential submitters of papers to it, but is often discussed during the conferences, too. Several answers have been provided in the literature, and though they do not exactly collide, they do seem to vary somewhat on what they emphasize. A common outset is the early, often-quoted definition of Networked Learning by Goodyear, Banks, Hodgson, and McConnell (2004, p. 1) which stresses connections - between people, and between people and resources - as the defining characteristic of Networked Learning, and ICT as the medium that provides these connections. In later years, however, some researchers have focused more on persons and less on ICT as the loci of connections, understanding a person as networked to others, e.g. in the workplace (De Laat, 2012). Others have viewed the defining point of networked learning as the sociomaterial entanglement of physical, virtual, human, organizational “actants” (Fox, 2005; Wright & Parchoma, 2014), in effect arguing that all learning is networked learning and placing no priority on ICT-mediation.
- Nina Bonderup Dohn, Vivien Hodgson and David McConnell
RT3. Navigating the phenomenological and phenomenographic terrain as a doctoral student in a Networked Learning context
Whilst recognising ”there is no such thing as one phenomenology, and if there could be such a thing it would never become anything like a philosophical technique’ (Heidegger, 1982, p328), the proliferation of various strains of phenomenological and phenomenographic research has resulted in misunderstandings and poor practises, with some authors contradicting each other (Groenewald, 2004). De-mystification of the choices and their implication across the various approaches and techniques is needed. An improved clarity would potentially motivate a more confident and robust application of phenomenology, to the advantage of the networked learning research community and its’ research benefactors. This round-table will provide an opportunity for researchers to advance the understanding of the potential variants of design, results and value between different phenomenological and phenomenographic approaches adopted in a networked learning context.
- Felicity Healey-Benson (doctoral student, UWTSD)
Healey-Benson - Navigating the phenomenological and phenomenographic terrain as a doctoral student in a Networked Learning context.pdfHealey-Benson - Slides - Navigating the phenomenological and phenomenographic terrain as a doctoral student in a Networked Learning context.pdf
RT4. A Networked Learning Disposition
Productive networked learning is somewhat contingent on the learner’s disposition. This round table discussion will explore, evaluate and determine this proposition and any implications for networked learning design, research and practice.
RT5. Networked Learning and PBL Future – an institutional development project
In 2018, an ambitious cross-faculty research project titled “PBL future” was launched within Aalborg University (AAU). The aim of “PBL Future” is to develop research-based directions for problem- and project-based learning (PBL) and networked learning in AAU. In AAU PBL has been implemented as an institution-wide pedagogy since AAU’s inauguration in 1974 (Kolmos, Fink, & Krogh, 2004). The project aims to re-conceptualise how PBL and networked learning could operate in new formats, based on the core principles of PBL, while exploring and developing new digital approaches that operate in and open up for new hybrid PBL and networked learning models. In the project, there are five sub-projects addressing particular aspects in relation PBL and networked learning.
- Thomas Ryberg
- Lykke Brogaard Bertel
- Antonia Scholkmann
- Anette Kolmos
- Mia Thyrre Sørensen
- Elisabeth Lauridsen Lolle
RT7. The Educational Design and Thinking Research Group, Centre for Teaching Development and Digital - The Contemporary University’s Role in Dev
There is a growing demand for professional development, driven by employees, employers, HR-departments, and organisations alike, both in the private- and the public sector. This demand emerges from a need for an ability to continually and flexibly improve professional practices in order to respond to the impact of new knowledge, methods, and digital technologies. On the basis of the newly published book Networked Professional Learning - Emerging and Equitable Discourses for Professional Development, we will discuss the concept of Networked Professional Development and how universities can contribute to society through educational practises that support networked professional development – both in formal and informal settings.
- The Educational Design and Thinking Research Group from Centre for Teaching Development and Digital Media, Aarhus University
RT8. Student welfare through involvement and networked learning in primary teacher training
What makes students eager to learn? This is a fundamental question for every educator. After all, students who are motivated and involved in their studies are more likely to succeed (Affolter, Gerber, Grund, & Wagner, 2015) and simply 'pleasant to teach'. Student welfare is particularly relevant for primary teacher training colleges in the Netherlands, which struggle with dwindling student numbers, high variety in student population, and the risk of study delay or dropout (Dutch Inspectorate of Education, 2017).
- Emmy Vrieling-Teunter, Welten Institute, Open University, Heerlen, the Netherlands
- Rosanne Hebing, Iselinge University of Applied Sciences, Doetinchem, the Netherlands
- Marjan Vermeulen, Welten Institute, Open University, Heerlen, the Netherlands
RT9. Nordic Approaches to Computational Thinking in Teaching and Learning
Nordic countries have recently implemented changes in the curriculum introducing computational thinking integrated in Mathematics, Natural Science, Arts and Crafts and Music. This poses challenges as well as opportunities, in particular for teacher education, as it is responsible for educating teachers who can teach computational thinking skills within these subjects.
- Johan Lundin (University of Gothenburg)
- Renate Andersen (Oslo Metropolitan University)
- Teemu Leinonen, Nina Bonderup Dohn (University of Southern Denmark)
- Håkon Swensen, Louise Mifsud (Oslo Metropolitan University)
- Anders Morch (University of Oslo), Anders Kluge (University of Oslo)
- Stig Børsen Hansen (University of Southern Denmark)
- Daniel Spikol, Jussi Mikkonen (University of Southern Denmark)
- David Cuartielles, Rocio Chongtay (University of Southern Denmark)
RT10. Building UX design for “cognitive democracy”.pdf
We benefit so much from technology but technoscientific infrastructure can also be seen to threaten the complexity of mutual relations, interactions, etc. that are features of democratic society. It is common today to speak of the “tragedy of the commons”, the “unusable” internet – even finding a battery charger on Amazon requires a degree in investigative journalism (Gross), machines that compromise our ability to function without them or that replace us (ML, RBA), epistemic bubbles and echo chambers (Nguyen). Is our technoscientific information age a poison or a cure? It is up to us.
- Greta Goetz, Assistant Professor, Faculty of Philology, Belgrade University, email@example.com; firstname.lastname@example.org