From Designed to Spontaneous Technologically Enhanced Learning Communities: An Introduction

  • Lynn Schofield ClarkEmail author
  • Oren Golan
Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 17)


With the advent of new media, knowledge has been made accessible on an unprecedented global scale. Given information’s ubiquity, questions arise regarding not only how we understand what knowledge is, but also what the responsibilities are for the society that participates in its production. Charting recent educational and social scientific efforts to scaffold learning, the chapter discusses connected learning, an emergent umbrella term that refers to how learners traverse between formal and informal settings. Through this framework, the chapter sets out to address learners’ knowledge practices as they navigate between designed and spontaneous or “situated” learning. Accordingly, we identify challenges as educators seek to become agents of positive transformation in the digital age. Online information outlets are, on the one hand, agents for social reproduction and, on the other hand, agents for socioeducational change and individual advancement.


Knowledge Designed and spontaneous learning Social responsibility Connected learning Transformational education Educational systems Distributed cognition 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of Denver, Department of Media, Film & Journalism StudiesDenverUSA
  2. 2.University of Haifa, Faculty of EducationHaifaIsrael

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