Research, Boundaries, And Policy In Networked Learning by Thomas RybergResearch, Boundaries, And Policy In Networked Learning by Thomas Ryberg

Research, Boundaries, And Policy In Networked Learning

byThomas RybergEditorChristine Sinclair, Sian Bayne

Hardcover | August 26, 2016

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This book presents cutting-edge, peer reviewed research on networked learning organized by three themes: policy in networked learning, researching networked learning, and boundaries in networked learning. The "policy in networked learning" section explores networked learning in relation to policy networks, spaces of algorithmic governance and more. The "boundaries in networked learning" section investigates frameworks of students' digital literacy practices, among other important frameworks in digital learning. Lastly, the "research in networked learning" section delves into new research methods in the field.
Thomas Ryberg  is Professor MSO in the Department of Communication and Psychology at Aalborg University (AAU), Denmark. He is part of the research centre: "E-learning lab - Center for User Driven Innovation, Learning and Design". His primary research interests are within the fields of Networked Learning, Problem Based Learning (PBL), C...
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Title:Research, Boundaries, And Policy In Networked LearningFormat:HardcoverDimensions:191 pages, 23.5 × 15.5 × 0.03 inPublished:August 26, 2016Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:331931128X

ISBN - 13:9783319311289

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Table of Contents

Introduction.- Learning from a Deceptively Spacious Policy Discourse.- Policy networks, database pedagogies, and the new spaces of algorithmic governance in education.- The politics of networked learning in an age of austerity.- It's not all about the learner: a sociomaterial reframing of students' digital literacy practices.- Design for networked learning: framing relations between participants' activities and the physical setting.- Lost in transition?: Making sense of space: time configurations across workplace and educational boundaries.- A practice-grounded approach to 'engagement' and 'motivation' in networked learning.- Research methods are made by questioning: the post-disciplinary challenge of networked learning.- Mobile learning field activity: Pedagogy of simultaneity to support learning in the open.- Conclusion.