Abstract
This chapter asks questions about how learning environments are assembled and what kind of networked learning is composed and enabled in the process of implementing institutional learning technologies. Arrangements for learning are a central concern of universities, but what is less clear is how these are put in place, that is, how disparate institutional actors and structures are accommodated and reconciled. This study focusses on the networked learning that is produced through these arrangements: how a learning environment is assembled in particular ways, and how practices associated with pedagogies and technologies are enacted and negotiated when different parts of the organisation intersect. In this study, I draw on a sociomaterial approach to investigate the nonhuman participants of a learning technology implementation, in particular the “objects” that tend to be overlooked in studies of teaching and learning practice. I argue that understanding networked learning means reappraising the objects that merit such resources and attention during implementation and that their role in the assembly of learning environments is critical to the resulting pedagogical practices.
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Hannon, J. (2014). Making the Right Connections: Implementing the Objects of Practice into a Network for Learning. In: Hodgson, V., de Laat, M., McConnell, D., Ryberg, T. (eds) The Design, Experience and Practice of Networked Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-01940-6_4
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