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Networked Learning in 2021: A Community Definition

Authors :
(NLEC), Networked Learning Editorial Collective
Gourlay, Lesley
Rodríguez-Illera, José Luis
Barberà, Elena
Bali, Maha
Gachago, Daniela
Pallitt, Nicola
Jones, Chris
Bayne, Siân
Hansen, Stig Børsen
Hrastinski, Stefan
Jaldemark, Jimmy
Themelis, Chryssa
Pischetola, Magda
Dirckinck-Holmfeld, Lone
Matthews, Adam
Gulson, Kalervo N.
Lee, Kyungmee
Bligh, Brett
Thibaut, Patricia
Vermeulen, Marjan
Nijland, Femke
Vrieling-Teunter, Emmy
Scott, Howard
Thestrup, Klaus
Gislev, Tom
Koole, Marguerite
Cutajar, Maria
Tickner, Sue
Rothmüller, Ninette
Bozkurt, Aras
Fawns, Tim
Ross, Jen
Schnaider, Karoline
Carvalho, Lucila
Green, Jennifer K.
Hadžijusufović, Mariana
Hayes, Sarah
Czerniewicz, Laura
Knox, Jeremy
(NLEC), Networked Learning Editorial Collective
Gourlay, Lesley
Rodríguez-Illera, José Luis
Barberà, Elena
Bali, Maha
Gachago, Daniela
Pallitt, Nicola
Jones, Chris
Bayne, Siân
Hansen, Stig Børsen
Hrastinski, Stefan
Jaldemark, Jimmy
Themelis, Chryssa
Pischetola, Magda
Dirckinck-Holmfeld, Lone
Matthews, Adam
Gulson, Kalervo N.
Lee, Kyungmee
Bligh, Brett
Thibaut, Patricia
Vermeulen, Marjan
Nijland, Femke
Vrieling-Teunter, Emmy
Scott, Howard
Thestrup, Klaus
Gislev, Tom
Koole, Marguerite
Cutajar, Maria
Tickner, Sue
Rothmüller, Ninette
Bozkurt, Aras
Fawns, Tim
Ross, Jen
Schnaider, Karoline
Carvalho, Lucila
Green, Jennifer K.
Hadžijusufović, Mariana
Hayes, Sarah
Czerniewicz, Laura
Knox, Jeremy
Publication Year :
2021

Abstract

Since the turn of this century, much of the world has undergone tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people’s homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understandings of human relationships with technologies, with a strong emphasis on practice and ‘what works’. It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the ‘Digital’ banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing to a new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins ‘have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have

Details

Database :
OAIster
Notes :
(NLEC), Networked Learning Editorial Collective and Gourlay, Lesley and Rodríguez-Illera, José Luis and Barberà, Elena and Bali, Maha and Gachago, Daniela and Pallitt, Nicola and Jones, Chris and Bayne, Siân and Hansen, Stig Børsen and Hrastinski, Stefan and Jaldemark, Jimmy and Themelis, Chryssa and Pischetola, Magda and Dirckinck-Holmfeld, Lone and Matthews, Adam and Gulson, Kalervo N. and Lee, Kyungmee and Bligh, Brett and Thibaut, Patricia and Vermeulen, Marjan and Nijland, Femke and Vrieling-Teunter, Emmy and Scott, Howard and Thestrup, Klaus and Gislev, Tom and Koole, Marguerite and Cutajar, Maria and Tickner, Sue and Rothmüller, Ninette and Bozkurt, Aras and Fawns, Tim and Ross, Jen and Schnaider, Karoline and Carvalho, Lucila and Green, Jennifer K. and Hadžijusufović, Mariana and Hayes, Sarah and Czerniewicz, Laura and Knox, Jeremy (2021) Networked Learning in 2021: A Community Definition. Postdigital Science and Education, 3 (2). pp. 326-369. ISSN 2524-4868
Publication Type :
Electronic Resource
Accession number :
edsoai.on1261384069
Document Type :
Electronic Resource