Abstract
This chapter proposes a framework for the analysis of collaborative inquiry in hybrid protopublic spaces that broadens the perspective on networked professional learning. The theoretical assumptions and the primary sources of inspiration from different lines of research for the framework are presented. By focusing on the theoretical grounding, we identify three interconnected assumptions that function as building blocks for these practices. The notion of ‘collaborative inquiry’ and its expansion into ‘connected curriculum’ are combined with the idea of ‘hybrid protopublic spaces’ as potential sites of learning at the boundaries of higher education and beyond. The main finding of this explorative study is the identification of various categories and parameters that constitute the framework. These include multiple connections, modes of knowledge, role models and spaces of application. Three exemplars of hybrid learning spaces are provided and analysed within the proposed framework: an open online course, an open journal and a civic data hackathon. Opportunities and challenges about creating new and supporting existing spaces for collaborative inquiry that connect higher education with society in different ways are discussed. The chapter concludes with directions for future work for incorporating these spaces into existing practices and possibly using the framework for the design of new practices.
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Pedersen, A.Y., Caviglia, F., Gislev, T., Larsen, A.H. (2019). Learning in Hybrid Protopublic Spaces: Framework and Exemplars. In: Littlejohn, A., Jaldemark, J., Vrieling-Teunter, E., Nijland, F. (eds) Networked Professional Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-18030-0_6
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