Advertisement

Networking

  • Franziska TredeEmail author
  • Lina Markauskaite
  • Celina McEwen
  • Susie Macfarlane
Chapter
Part of the Understanding Teaching-Learning Practice book series (UTLP)

Abstract

This chapter examines how the connected, open and emergent qualities of networks in non-academic environments shape workplace learning (WPL). What kinds of activities and interactions does networked learning afford WPL? What kinds of capabilities and dispositions do students need to participate successfully in networked learning? How can learners be supported to use their mobile devices to construct knowledge and form productive learning and professional relationships in networks? This chapter discusses key aspects and practical ideas for integrating networked learning within WPL. It focuses on two aspects: how networks could enhance WPL practices and preparation of students for networked learning in future workplaces.

References

  1. Ajjawi, R., Boud, D., Dawson, P., & Tai, J. (2018). Conceptualising evaluative judgement for sustainable assessment in higher education. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement in higher education: Assessment for knowing and producing quality work (pp. 7–17). London: Routledge.Google Scholar
  2. Allen, M. (2012). An education in Facebook. Digital Culture and Education, 4(3), 213–225.Google Scholar
  3. Billett, S., & Pavolva, M. (2005). Learning through working life: Self and individuals’ agentic action. International Journal of Lifelong Education, 24(3), 195–211.CrossRefGoogle Scholar
  4. Bischke, J. (2014). The rise of the “Social Professional” Networks. TechCrunch Newsletter. https://techcrunch.com/2014/2006/2028/the-rise-of-the-social-professional-networks/.
  5. Britt, V. G., & Paulus, T. (2016). “Beyond the Four Walls of My Building”: A case study of #Edchat as a community of practice. American Journal of Distance Education, 30(1), 48–59.  https://doi.org/10.1080/08923647.2016.1119609.CrossRefGoogle Scholar
  6. Britto, M. T., Fuller, S. C., Kaplan, H. C., Kotagal, U., Lannon, C., Margolis, P.A., Muething, S.E., Schoettker, P.J., & Seid, M. (2018). Using a network organisational architecture to support the development of Learning Healthcare Systems. BMJ Quality and Safety. Online First: 05 February 2018.  https://doi.org/10.1136/bmjqs-2017-007219.
  7. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.CrossRefGoogle Scholar
  8. Brown, J. S., & Duguid, P. (2017). The social life of information. Boston: Harvard Business School Press.Google Scholar
  9. Campana, J. (2014). Learning for work and professional development: The significance of informal learning networks of digital media industry professionals. International Journal of Training Research, 12(3), 213–226.  https://doi.org/10.1080/14480220.2014.11082043.CrossRefGoogle Scholar
  10. Carvalho, L., & Goodyear, P. (Eds.). (2014). The architecture of productive learning networks. London: Routledge.Google Scholar
  11. Carvalho, L., Goodyear, P., Hodgson, V., & de Laat, M. (2017). Place, space, and networked learning. In L. Carvalho, P. Goodyear, & M. de Laat (Eds.), Place-based spaces for networked learning (pp. 1–10). London: Routledge.Google Scholar
  12. Cowan, J. (2010). Developing the ability for making evaluative judgements. Teaching in Higher Education, 15(3), 323–334.CrossRefGoogle Scholar
  13. Damșa, C., Muukkonen, H., Ludvigsen, S., Nerland, M., Lakkala, M., Toom, A., Kosonen, K. O. A., Ilomäki, L., Markauskaite, L., Goodyear, P., Bachfischer, A. (2014). Enrollment of higher education students in professional knowledge and practices. In Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 Proceedings. ISLS International Society of the Learning Sciences, Boulder, US.Google Scholar
  14. Damşa, C. I., & Nerland, M. (2016). Student learning through participation in inquiry activities: Two case studies in teacher and computer engineering education. Vocations and Learning, 9(3), 275–294.  https://doi.org/10.1007/s12186-016-9152-9.CrossRefGoogle Scholar
  15. Davis, J., & Daniels, R. (2016). Effective DevOps: Building a culture of collaboration, affinity, and tooling at scale. Sebastopol, CA: O’Reilly Media.Google Scholar
  16. Dede, C. (2009). Comments on Greenhow, Robelia, and Hughes: Technologies that facilitate generating knowledge and possibly wisdom. Educational Researcher, 38(4), 260–263.  https://doi.org/10.3102/0013189x09336672.CrossRefGoogle Scholar
  17. Dohn, N.B. (2014). Implications for networked learning of the ‘practice’ side of social practice theories: A tacit-knowledge perspective. In V. Hodgson, M. de Laat, D. McConnell, & T. Ryberg (Eds.), The design, experience and practice of networked learning. New York: Springer.Google Scholar
  18. Dohn, N.B. (2018). Conclusion: Designing for learning in a networked world. In N.B. Dohn (Ed.), Designing for learning in a networked world (pp. 273–286). New York: RoutledgeGoogle Scholar
  19. Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Edmonton: AU Press.Google Scholar
  20. Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41, 324–340.  https://doi.org/10.1111/j.1467-8535.2009.00953.x.CrossRefGoogle Scholar
  21. Fuller, R., & Joynes, V. (2015). Should mobile learning be compulsory for preparing students for learning in the workplace? British Journal of Educational Technology, 46(1), 153–158.CrossRefGoogle Scholar
  22. Gee, J. (2017). Affinity spaces and 21st century learning. Educational Technology, 57(2), 27–31.Google Scholar
  23. Golub, B., & Jackson, M. (2011). Network structure and the speed of learning: Measuring homophily based on its consequences. Retrieved from http://dx.doi.org/10.2139/ssrn.1784542.
  24. Goodyear, P. (2001). Effective networked learning in higher education: Notes and guidelines (Deliverable 9). Bristol: Joint Information Systems Committee (Jisc).Google Scholar
  25. Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice [Conference paper]. Australasian Journal of Educational Technology, 21(1), 82–101.CrossRefGoogle Scholar
  26. Goodyear, P., Banks, S., Hodgson, V., & McConnell, D. (2004). Research on networked learning: An overview. In P. M. Goodyear, S. Banks, V. Hodgson, & D. McConnell (Eds.), Advances in research on networked learning (pp. 1–9). Boston: Kluwer Academic.Google Scholar
  27. Goodyear, P., Thompson, K., Ashe, D., Pinto, A., Carvalho, L., Parisio, M., Parker, P., Schwendimann, B., Wardak, D., & Yeoman, P. (2015). Analysing the structural properties of learning networks. In M. Maina, B. Craft & Y. Mor (Eds.), The art & science of learning design: Technology enhanced learning. Rotterdam: Sense.Google Scholar
  28. Goodyear, P., & Markauskaite, L. (2018). Epistemic resourcefulness and the development of evaluative judgement. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement in higher education: assessment for knowing and producing quality work (pp. 28–38). London: Routledge.Google Scholar
  29. Gray, K., Annabell, L., & Kennedy, G. (2010). Medical students’ use of Facebook to support learning: Insights from four case studies. Medical Teacher, 32(12), 971–976.  https://doi.org/10.3109/0142159X.2010.497826.CrossRefGoogle Scholar
  30. Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78–82.  https://doi.org/10.1016/j.compedu.2008.06.009.CrossRefGoogle Scholar
  31. Hodgson, V., & Reynolds, M. (2005). Consensus, difference and ‘multiple communities’ in networked learning. Studies in Higher Education, 30(1), 11–24.  https://doi.org/10.1080/0307507052000307768.CrossRefGoogle Scholar
  32. JISC. (2015). Building digital capability: The six elements defined. Resource developed for the project Building digital capability: Building capability for new digital leadership, pedagogy and efficiency. Retrieved from http://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF.
  33. Jones, C., & Healing, G. (2010). Networks and locations for student learning. Learning Media and Technology, 35(4), 369–385.  https://doi.org/10.1080/17439884.2010.529914.CrossRefGoogle Scholar
  34. Kelly, N., Dawes, L., Wright, N., Kerr, J., & Robertson, A. (2018a). Co-Design for Curriculum Planning (CDCP): A white paper on the co-design approach to developing teachers’ 21st Century skills. Queensland University of Technology.Google Scholar
  35. Kelly, N., Russell, N., Kickbusch, S., Barros, A., Dawes, L., & Rasmussen, R. (2018b). Online communities of teachers to support situational knowledge: A design-based study. Australasian Journal of Educational Technology, 34(5), 150–166.Google Scholar
  36. Kent, M., & Leaver, T. (Eds.). (2014). An education in Facebook? Higher education and the world’s largest social network. New York: Routledge.Google Scholar
  37. Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315.  https://doi.org/10.1016/j.tate.2018.07.008.CrossRefGoogle Scholar
  38. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  39. Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77–83.  https://doi.org/10.1016/j.compedu.2014.08.005.CrossRefGoogle Scholar
  40. Milligan, C., Littlejohn, A., & Margaryan, A. (2014). Workplace learning in informal networks. Journal of Interactive Media in Education, 1(6).  https://doi.org/10.5334/2014-06.
  41. Rainie, L., & Wellman, B. (2012). Networked: The new social operating system. London: The MIT Press.CrossRefGoogle Scholar
  42. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.CrossRefGoogle Scholar
  43. Sadler, R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535–550.CrossRefGoogle Scholar
  44. Sloep, P. B. (2016). Design for networked learning. In B. Gros, Kinshuk, & M. Maina (Eds.), The future of ubiquitous learning. Lecture Notes in Educational Technology (pp. 41–58). Berlin, Heidelberg: Springer.Google Scholar
  45. Thompson, T. L. (2012). Who’s taming who? Tensions between people and technologies in cyberspace communities. In L. Dirckinck-Holmfeld, C. Jones, & B. Linström (Eds.), Analysing networked learning practices in higher education and continuing professional development (pp. 1–27). Rotterdam: Sense.Google Scholar
  46. Trede, F., Goodyear, P., Macfarlane, S., Markauskaite, L., McEwen, C., & Tayebjee, F. (2016). Enhancing workplace learning through mobile technology: Barriers and opportunities to the use of mobile devices on placement in the healthcare and education fields. In L. E. Dyson, W. Ng, & J. Fergusson (Eds.), Mobile learning futures: Sustaining quality research and practice in mobile learning. Paper presented at the 15th World Conference on Mobile and Contextual Learning, mLearn, Sydney, NSW October 24–26 (pp. 250–260).Google Scholar
  47. Vaessen, M., Van Den Beemt, A., & De Laat, M. (2014). Networked professional learning: Relating the formal and the informal. Frontline Learning Research, 2(2), 56–71.Google Scholar
  48. Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework, Rapport 18, Ruud de Moor Centrum, Open University of the Netherlands.Google Scholar
  49. White, D., Connaway, L. S., Lanclos, D., Hood, E. M., & Vass, C. (2014). Evaluating digital services: A visitors and residents approach. UK: JISC. https://www.jisc.ac.uk/guides/evaluating-digital-services.

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Franziska Trede
    • 1
    Email author
  • Lina Markauskaite
    • 2
  • Celina McEwen
    • 1
  • Susie Macfarlane
    • 3
  1. 1.University of Technology SydneyUltimoAustralia
  2. 2.The University of SydneySydneyAustralia
  3. 3.Deakin UniversityBurwood, MelbourneAustralia

Personalised recommendations