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

  • Jens Jørgen HansenEmail author
  • Nina Bonderup Dohn
Chapter
Part of the Research in Networked Learning book series (RINL)

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.

Keywords

Case-based learning Connections between contexts Design-based learning Design principles Learning design Networked learning Simulation-based learning 

Notes

Acknowledgements

A former, shorter version of this article was presented at the 11th International Networked Learning Conference in Zagreb, 14–16 May 2018, and was published in the proceedings, cf. Hansen and Dohn (2018). Research for the article was funded by Independent Research Fund Denmark, Grant No. DFF-4180-00062.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Design and CommunicationUniversity of Southern DenmarkKoldingDenmark

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