Abstract
It has been argued that processes of participatory culture, afforded by social media and technologies blur the boundaries between creative production and consumption, and open up novel, public spaces for, and styles of, networked learning; social spaces that promote collaborative knowledge building, and shared assets. However, empirical evidence on the application of such technologies for supporting teaching and learning in higher education contexts is only slowly emerging. The chapter explores these concepts in the context of analysis of emergent patterns of behaviour and activity in Cloudworks, a specialised networking site, and a public space for aggregating and sharing resources and exchanging ideas about the scholarship and practice of education, with particular emphasis on the relationship between ICTs and teaching and learning. Combining notions of self-representation and collective intelligence with dimensions of expansive learning, activity patterns, performance and expression within the site are analysed. The chapter contextualises findings through a critical lens and offers insights that can shape the future research agenda for productive learning in networked environments.
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Alevizou, P., Galley, R., Conole, G. (2012). Collectivity, Performance and Self-representation: Analysing Cloudworks as a Public Space for Networked Learning and Reflection. In: Dirckinck-Holmfeld, L., Hodgson, V., McConnell, D. (eds) Exploring the Theory, Pedagogy and Practice of Networked Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0496-5_5
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