Design Principles for Professional Networked Learning in ‘Learning Through Practice’ Designs

Abstract

The aim of this chapter is to present a coherent theoretical conceptualization of the ways in which learning designs organized as ‘learning through practice’ can prepare students for future professional practice as well as facilitate different patterns of engagement and knowledge transformation. Three prototypical learning designs are analysed: (1) case-based learning, (2) design-based learning and (3) simulation-based learning. Networked learning is understood as learners’ connecting of contexts in which they participate and as their resituation of knowledge, perspectives and ways of acting across these contexts. Learning designs of ‘learning through practice’ are distinguished by engaging practices outside the formal educational system as ways of developing curricular understanding and, reciprocally, as providing grounds for concretization of curricular content through its enactment in practice. By viewing these learning designs as networked learning, the intention is to highlight their potential for supporting certain connection forms between learners’ experiences in target practice and educational practice. The chapter argues that case-based learning establishes a relationship of inquiry between learner and target practice. The relationship established in design-based learning is one of innovation with the aim to support learners in developing understanding of practice through changing it. Finally, in simulation-based learning, relationships of imitation of target practice and engagement in ‘as-if’ practice are established.