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Networked Professional Learning

Emerging and Equitable Discourses for Professional Development

  • Allison Littlejohn
  • Jimmy Jaldemark
  • Emmy Vrieling-Teunter
  • Femke Nijland
Book

Part of the Research in Networked Learning book series (RINL)

Table of contents

  1. Front Matter
    Pages i-xx
  2. Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland
    Pages 1-11
  3. Networked Professional Learning Across the Professions

    1. Front Matter
      Pages 13-13
    2. Lena-Maria Öberg, Christina Amcoff Nyström, Allison Littlejohn, Emmy Vrieling-Teunter
      Pages 55-68
  4. The Impact of Networked Professional Learning on the Academy

    1. Front Matter
      Pages 69-69
    2. Rikke Toft Nørgård, Yishay Mor, Søren S. E. Bengtsen
      Pages 71-88
    3. Alex Young Pedersen, Francesco Caviglia, Tom Gislev, Anders Hjortskov Larsen
      Pages 89-110
    4. Ulla Konnerup, Thomas Ryberg, Mia Thyrre Sørensen
      Pages 111-127
    5. Jimmy Jaldemark, Marcia Håkansson Lindqvist, Peter Mozelius
      Pages 147-164
  5. Networked Professional Learning in Teacher Learning Groups

    1. Front Matter
      Pages 165-165
    2. Daniël van Amersfoort, Monique Korenhof, Femke Nijland, Maarten de Laat, Marjan Vermeulen
      Pages 187-205
    3. Emmy Vrieling-Teunter, Iwan Wopereis, Antoine van den Beemt, Maarten de Laat, Saskia Brand-Gruwel
      Pages 207-222
  6. Back Matter
    Pages 257-264

About this book

Introduction

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

Keywords

networked professional learning professional development higher education informal learning teacher learning distance-based police education organizational agility change agents for networked learning in professional development using community of inquiry within the crisis management context new educational formats for professional development invisible learners non-completing course participants professional learning in massive open online courses protopublic spaces for collaborative inquiry professional development with mobile and blended learning the public and higher education digital competence in a remote teaching teacher learning groups on ICT professional development teachers’ experiences and value creation in networked learning sustainable knowledge creation in teacher learning groups

Editors and affiliations

  • Allison Littlejohn
    • 1
  • Jimmy Jaldemark
    • 2
  • Emmy Vrieling-Teunter
    • 3
  • Femke Nijland
    • 4
  1. 1.College of Social SciencesUniversity of GlasgowGlasgowUK
  2. 2.Department of EducationMid Sweden UniversitySundsvallSweden
  3. 3.Welten Institute Research Centre for Learning, Teaching, and TechnologyOpen University of the NetherlandsHeerlenThe Netherlands
  4. 4.Welten Institute Research Centre for Learning, Teaching, and TechnologyOpen University of the NetherlandsHeerlenThe Netherlands

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-18030-0
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-18029-4
  • Online ISBN 978-3-030-18030-0
  • Series Print ISSN 2570-4524
  • Series Online ISSN 2570-4532
  • Buy this book on publisher's site