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De zone Faciliteren en professionaliseren van docenten van het Versnellingsplan onderwijsinnvoatie met ICT heeft in samenwerking met de zone Veilig en betrouwbaar studiedata benutten een proeftuin ontwikkeld rondom het inzetten van learning analytics in het hoger onderwijs. In een serie van zes bijeenkomsten worden docenten stap voor stap wegwijs gemaakt in het gebruik van studiedata binnen hun eigen onderwijs. Learning analytics is het meten, verzamelen, analyseren en rapporteren van gegevens over studenten en hun context, met als doel het begrijpen en verbeteren van het leren van studenten en de omgeving waarin het zich voordoet. Het benutten van studiedata helpt om het leerproces van studenten te verbeteren en te beïnvloeden. Ook kan het hiermee onderwijs verrijken en verbeteren. Het geeft inzicht in hoe studenten leren, zodat zij optimaal begeleid kunnen worden in hun studieloopbaan.

De zone Faciliteren en professionaliseren van docenten van het Versnellingsplan onderwijsinnvoatie met ICT heeft in samenwerking met de zone Veilig en betrouwbaar studiedata benutten een proeftuin ontwikkeld rondom het inzetten van learning analytics in het hoger onderwijs. In een serie van zes bijeenkomsten worden docenten stap voor stap wegwijs gemaakt in het gebruik van studiedata binnen hun eigen onderwijs. Learning analytics is het meten, verzamelen, analyseren en rapporteren van gegevens over studenten en hun context, met als doel het begrijpen en verbeteren van het leren van studenten en de omgeving waarin het zich voordoet. Het benutten van studiedata helpt om het leerproces van studenten te verbeteren en te beïnvloeden. Ook kan het hiermee onderwijs verrijken en verbeteren. Het geeft inzicht in hoe studenten leren, zodat zij optimaal begeleid kunnen worden in hun studieloopbaan.

Deze inventarisatie is een verzameling gevalideerde en betrouwbare instrumenten die gebruikt kunnen worden tijdens het ontwerp en ontwikkeling, bij de evaluatie en monitoring alsmede kwaliteitsborging bij onderwijsinnovaties met ICT.

Deze inventarisatie is een verzameling gevalideerde en betrouwbare instrumentendie gebruikt kunnen worden tijdens het ontwerp en ontwikkeling, bij de evaluatie en monitoring alsmede kwaliteitsborging bij onderwijsinnovaties met ICT.

In recent years, practices of online social networking and their implications for migrant youth identity development have been heavily debated. The nature of access to resources for identification is changing, and by using a social network perspective, this research conceptualizes identity as a networked phenomenon in which resources are understood as specific kinds of social formations: identity networks. Social network interviews were conducted with Dutch-Moroccan inner-city teenagers, probing their online and offline identity practices as related to their actual social networks. Social network analysis was applied, assuming that structural properties of networks affect behaviour; they can limit or shape, but do not fully determine the actions that individuals can engage in. By combining numeric, discursive and visual data, we aim to understand how structural and compositional aspects of networks are related to the ways in which youth create opportunities for identity development. Four network types, with associated (online) identity practices, are presented.

Networked learning happens naturally within the social systems of which we are all part. However, in certain circumstances individuals may want to actively take initiative to initiate interaction with others they are not yet regularly in exchange with. This may be the case when external influences and societal changes require innovation of existing practices. This paper proposes a framework with relevant dimensions providing insight into precipitated characteristics of designed as well as ‘fostered or grown’ networked learning initiatives. Networked learning initiatives are characterized as “goal-directed, interest-, or needs based activities of a group of (at least three) individuals that initiate interaction across the boundaries of their regular social systems”. The proposed framework is based on two existing research traditions, namely 'networked learning' and 'learning networks', comparing, integrating and building upon knowledge from both perspectives. We uncover some interesting differences between definitions, but also similarities in the way they describe what ‘networked’ means and how learning is conceptualized. We think it is productive to combine both research perspectives, since they both study the process of learning in networks extensively, albeit from different points of view, and their combination can provide valuable insights in networked learning initiatives. We uncover important features of networked learning initiatives, characterize actors and connections of which they are comprised and conditions which facilitate and support them. The resulting framework could be used both for analytic purposes and (partly) as a design framework. In this framework it is acknowledged that not all successful networks have the same characteristics: there is no standard ‘constellation’ of people, roles, rules, tools and artefacts, although there are indications that some network structures work better than others. Interactions of individuals can only be designed and fostered till a certain degree: the type of network and its ‘growth’ (e.g. in terms of the quantity of people involved, or the quality and relevance of co-created concepts, ideas, artefacts and solutions to its ‘inhabitants’) is in the hand of the people involved. Therefore, the framework consists of dimensions on a sliding scale. It introduces a structured and analytic way to look at the precipitation of networked learning initiatives: learning networks. Successive research on the application of this framework and feedback from the networked learning community is needed to further validate it’s usability and value to both research as well as practice.

The report describes outcomes of the activities carried out for the project “New Learning Opportunities in a Networked World: Developing a Research Agenda on Innovative uses of ICTs for Learning and Teaching”. The research consists of three main activities, namely desk research, written expert consultation and group concept mapping study involving a 2-day workshop and a follow-up with experts who could not attend the workshop. These activities are interconnected elements of the consultative approach to establishing a research agenda.

In recent years, practices of online social networking and their implications for migrant youth identity development have been heavily debated. The nature of access to resources for identification is changing, and by using a social network perspective, this research conceptualizes identity as a networked phenomenon in which resources are understood as specific kinds of social formations: identity networks. Social network interviews were conducted with Dutch-Moroccan inner-city teenagers, probing their online and offline identity practices as related to their actual social networks. Social network analysis was applied, assuming that structural properties of networks affect behaviour; they can limit or shape, but do not fully determine the actions that individuals can engage in. By combining numeric, discursive and visual data, we aim to understand how structural and compositional aspects of networks are related to the ways in which youth create opportunities for identity development. Four network types, with associated (online) identity practices, are presented.

New infrastructures that dramatically change our possibilities for knowledge production and learning have also brought forward ideals on ‘new’ connectivity. Two important ideals of connectivity are that of the individual who tailors his or her knowledge among expansively dispersed resources, and the ideal of access to multiple, diverse resources that provide individuals rich learning opportunities. In order to better understand what cultural norms are implied in our ideals of connectivity, we argue, they must be tested in the crucible of empirical data through the analysis of the actual socio-technical practices of different social and cultural groups. Through a combination of ego-network analysis and a qualitative, in-depth discursive approach, we analyze the networked learning practices of three ethnically different groups in the Netherlands from an extensive research study called ‘Wired Up'. We comparatively describe Dutch youth as ‘unrooted' learners, Moroccan-Dutch youth as ‘routed' learners, and Turkish-Dutch youth as ‘rooted' learners. We propose the idea of the Networked Configuration for Learning as a means to contrast the learning opportunities individuals and groups have in relation to particular offline and online connections, their historical geographies, the development of learning ‘places’, and particular learning affinities.

Current trends and challenges in higher education (HE) require a reorientation towards openness, technology use and active student participation. In this article we will introduce Social Learning Analytics (SLA) as instrumental in formative assessment practices, aimed at supporting and strengthening students as active learners in increasingly open and social learning environments. The analysis of digital traces of students’ learning behaviors provides insight into learning opportunities and can raise students’ awareness about where to be and whom to join. Against the background of these HE trends and challenges, we discuss opportunities for applying SLA to support open learning practices, that will move students from awareness to productive engagement in learning activities that promote co–construction of knowledge.

Examining how OER (Open Educational Resources) communities come to live, function or learn can support in empowering educators in the use of open educational resources. In this paper we investigate how an OER community functions through its networked learning activities. Networked learning activities enable the development of a space (a social configuration) for shared activity, in which learning by participants is situated. Following existing research on the social configuration of learning communities, we operationalize this space into four superordinate dimensions: (1) domain and value creation, (2) practice (3) collective identity and (4) organisation. We argue that these dimensions add to an understanding of the functionality of learning communities, in this case OER communities. An in-depth case study was conducted of the OER university (OERu) (www.wikieducator.org/oeru). The OERu is a virtual collaboration of institutions committed to creating flexible pathways for OER learners to gain formal academic credit (WikiEducator, 2013). A mixed-methods approach was used combining data from social network analysis, content analysis, and contextual analysis. Both volunteers and academic contributors from the 26 partner institutions were involved in the study. The results show how networked learning activities are associated with the social configuration (domain - identity - practice - organisation) of the community and that, through the investigation of this configuration, valuable insights can be gained into why networked learning activities are occurring. We see for example that shared domain could provide a solid ground for networked learning activities within a community and that different identities within the community can result in different networked learning activities. By analysing the organisation of the community, different social configurations were unravelled with different roles, goals and learning platforms. These insights may support the OERu community and other OER communities to develop their networked learning activities further in a sustainable way.

korte omschrijving van het onderzoeksprogramma Het is een breed gedragen idee in het publieke debat dat leraren meer professionele ruimte zouden moeten krijgen. Professionele ruimte heeft betrekking op de mogelijkheid om invloed uit te oefenen op de inhoud en de inrichting van het werk. Het is de ruimte die de leraar heeft om te beslissen over onderwijsinhoud, onderwijsinrichting (didactisch, pedagogisch en organisatorisch) en zijn professionele ontwikkeling. Professionele ruimte kan ook breder opgevat worden als de ruimte waarbinnen een leraar werkt en zich ontwikkelt. Professionele ruimte is direct gekoppeld aan vraagstukken rond de professionele ontwikkeling van leraren. In dit onderzoeksprogramma staan de volgende onderzoeksvragen centraal: Hoe wordt de professionele ontwikkeling van leraren beïnvloed door de leeromgeving ofwel professionele ruimte van de leraar en door de manier waarop de leraar deze ruimte beleeft en inzet? Wat is een krachtige leeromgeving die rekening houdt met de loopbaan- en identiteitsontwikkeling van de leraar en die leraren voldoende ruimte voor ontwikkeling biedt? Hoe kan een leraar zelf deze leeromgeving beïnvloeden? Kernconcepten zijn: professionele ontwikkeling, professionele ruimte en beleving van die ruimte. Hieronder geven we aan welke betekenis wij aan deze kernconcepten geven. We onderzoeken de leeromgeving van de leraar op twee manieren. Enerzijds vatten we deze leeromgeving op als een sociaal netwerk dat de leraar leermogelijkheden biedt door de hulpbronnen die het bevat en de verhalen en manieren van reageren (discursieve praktijken) die erin dominant zullen zijn. Anderzijds gaat het om de schoolorganisatie waarvan kenmerken als schoolcultuur, schoolstructuur en leiderschap de ontwikkeling van de leraar faciliteren. De perspectieven van waaruit we de professionele ruimte analyseren, maken duidelijk dat de professionele ontwikkeling van een leraar wordt ‘voorgestructureerd’ door het sociale netwerk en de schoolorganisatie van de leraar en de verhalen en praktijken die zich in dat netwerk en die schoolorganisatie afspelen. Naast deze ‘voorstructurering’ van professionele ontwikkeling is ook van belang hoe de leraar deze voorgestructureerde ruimte beleeft, gebruikt, beïnvloedt en verandert. Hiermee zijn concepten als ‘agency’, leerconceptie en leergedrag aan de orde. Daarbij is belangrijk om te onderzoeken hoe een leraar zelf zijn professionele ontwikkeling proactief kan vormgeven en hoe de omgeving zo ingericht kan worden dat leraren zoveel mogelijk ‘agency’ ervaren om hun ontwikkeling en eigen loopbaan aan te sturen. Sociale media kunnen hierbij ook een belangrijke rol (gaan) spelen. Juist in en door die wisselwerking tussen de voorgestructureerde omgeving van een leraar en de beleving daarvan door de leraar krijgt de professionele ontwikkeling van de leraar vorm. Professionele ontwikkeling gaat dan om het ontwikkelen van specifiek leergedrag (bijvoorbeeld leren door onderzoek te doen), maar ook om loopbaan- en nog breder, om identiteitsontwikkeling. Loopbaan en identiteit vatten we daarbij op als biografische verhalen die zich continu en in voortdurende wisselwerking met de omgeving en de professionele ruimte ontwikkelen.

Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and apply an instrument to assess social learning mindedness of teachers. A questionnaire called the “Quiz: Social learning, how does it suit me?” was developed and its reliability and factor structure were explored. A total of 110 teachers, ranging from primary school to pre-university education filled out the Quiz. Results indicated that the teachers were already quite social learning minded; they were positively oriented towards social learning. Social learning mindedness encompassed five underlying factors including counteracting social-learning preferences, teachers’ opinions and preferences related to learning from colleagues/others, their orientation towards collaboration in new approaches to PD, an autonomy factor, and a more general attitude towards knowledge dissemination. Mostly, teachers like to explain and share their knowledge, like to collaborate with others to enhance their knowledge and ask others for advice if they have a problem. At the same time, they want some control over their PD (e.g. the outcomes). The teachers in this sample did not show much preferences that would counteract social learning, leading to the conclusion that social learning suits teachers as a form of PD. The Quiz, which is accessible online (in Dutch), is a useful tool for teachers to quickly get acquainted with social learning. usc Refereed/Peer-reviewed

Learning in professional networks is gaining popularity in teachers' professional development. To study how teachers evaluated their networks, we developed a questionnaire called the 'network barometer' to inquire functioning according to three dimensions based on communities of practice theory: domain, community and practice. We studied 21 face-to-face networks. The findings show that the networks were more focussed on topics (domain) and social cohesion (community) than on practical relevance (practice) and suggest that more attention should be paid to collective outcomes and building a shared repertoire of teaching practices. The findings were discussed in light of face-to-face networks as well as online communities usc Refereed/Peer-reviewed

By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is guided by the following hypothesis: Different social configurations support a variety of social learning activities. The social configuration of OEPs is investigated by an operationalization into the dimensions (1) practice, (2) domain, (3) collective identity, and (4) organization. The results show how practitioners of six different OEPs learn, while acting and collaborating through a combination of offline and online networks. The findings of our study lead to practical implications on how to support participation in OEP, and thereby stimulate learning in (online) networks of OEP.