Abstract
This chapter provides a reflection about the relation between networks, learning, and society. What does it mean if we consequently consider learning under a network approach and if we are aware that not just people constitute networks, but also knowledge artifacts and other informational resources are parts of networks. The chapter shows that schools and universities are themselves networks. They organize learning but they, at the same time, co-exist (and sometimes compete) with many other informal learning networks. Schooling, informational environments, and society cannot be treated as separate entities. Schools and universities cannot be conceptualized as closed systems. They have to be related to each other. The chapter shows – with regard to each of the 12 preceding book chapters – how this network perspective opens the learning sciences for new research topics, asks for new design requirements, and requests to expand our research methods.
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Cress, U. (2019). Learning Inside and Between Networks: How Network Perspective Determines Research Topics and Methods. In: Kali, Y., Baram-Tsabari, A., Schejter, A.M. (eds) Learning In a Networked Society. Computer-Supported Collaborative Learning Series, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-030-14610-8_13
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