bluuebunny/crossref_metadata_2025 huggingface dataset:
Examining the Influence of Key Demographic Variables of Preservice Teachers in a University in Ghana on Their Emotional Intelligence
Authors: Amponsah Kwaku Darko , Adjei-Boateng Emmanuel , Awoniyi Florence Christiana , Commey-Mintah Priscilla , Adasi Grace Sintim , Yeboah Rita , Kafui Aheto Simon Peter , Salifu Inusah
Published: October 2024

This study is relevant as it highlights the crucial role of emotional intelligence (EI) in achieving long-term success and managing stress at work. The impact of demographic diversity on EI, a topic of ongoing debate, is the focus of our research. We employed a cross-sectional survey approach to investigate the potential influence of demographic variables such as age, gender, residential status, religious affiliation, and program of study on the EI of preservice teachers at the University of Ghana. We collected data from 291 participants using a self-made questionnaire and used descriptive and inferential statistics for analysis. The results showed that the only factor that significantly affected EI was age. Given that age was the only significant factor affecting EI in our study, the implications for raising EI among preservice teachers may need to be reconsidered. While our findings do not support broad demographic influences, they highlight the importance of age-related experiences in developing EI. This finding underscores the urgent need for age-inclusive policies and targeted EI development strategies in teacher training programs. These policies should be in line with the postpositivist worldview. Data was collected carefully to safeguard the participants' identities, and ethical approval was obtained. The findings highlight the value of motivating preservice teachers to live stress-free lives, engage in social activities, and maintain a healthy lifestyle to improve their emotional intelligence, self-control, social awareness, and interpersonal skills and, ultimately, increase their efficacy as future teachers.
Analysing Collaborative Processes and Interaction Patterns in Online Discussions
Authors: Blake Canan , Scanlon Eileen
Published: October 2024

This paper deals with collaborative, networked learning in a graduate distance learning course. We are interested in understanding how learning is affected by the quality of collaborative processes and the patterns of interaction in collaborative online discussion environments. For the purposes of this paper we are focusing on the interactions and collaborative processes occurring in an asynchronous online seminar which is about the design of teaching/learning software in the context of a science education course. The participants in the study, a total of nine students are mainly science teachers and they took part in this online seminar over a two week period to discuss the design of some selected pieces of software used for teaching and learning of science at various levels of schooling. In our analysis, we used a classification system validated in our earlier work and extended our approach for the purposes of this study using a rating scheme developed for assessing the quality of computer supported collaboration processes by other researchers (see Meier et al., 2007; and Rummel et al., 2011). Content analysis of the contributions to the online seminar showed that the two categories, namely 'acknowledging a fellow student by replying and or referring to their contribution' and 'motivation of students (indicated by a mention of their individual commitment to group task)' were the biggest categories. The frequency of 'joint knowledge building category' in this analysis indicates that students are committed to the task. During the activity they presented reports on their analyses with an aim to critically review the issues and themes arising form these analyses. When we compared this online seminar to a comparable one in the previous year, we noticed that both acknowledgment and motivational categories were much smaller. In addition to content analysis, we carried out an interaction analysis of the first online seminar to identify the patterns of relationship between students and visualise the relationship by using the connections between members.
This study may indicate the importance of motivation/individual commitment of students during a collaborative task and we are in the process of analysing other conferences in the same course to see the effect of motivation on the quality of collaborative learning/processes and the interaction patterns in the online seminar.
ÉduCoP case study
Authors: Denis Brigitte , Bomgart Marie-Laure
Published: October 2024

The concept of Community of Practice (CoP) takes nowadays a great part in the formal or informal learning domain. In addition, computerised tools are often used to sustain the activities of these communities (Wenger, White & Smith, 2009).
The ÉduCoP case study deals with the creation and the animation process of a CoP that was launched in 2010 at the University of Liège. Initiated by a master student in educational sciences, it aims at developing and making durable a community of practice composed of learners in this field and supported by Information and Communication Technologies.
This paper presents several actions undertaken to develop this CoP: the analysis of the potential members' needs, stakes and motivations of students to enrol in this project; the choice of useful and usable technological tools to provide them (here, the eGroupWare platform) and the training sessions linked to its efficient uses; the activities conducted to develop the CoP's members identity and to lead them to debate about common topics, to produce and share resources. The CoP's evolution was observed through qualitative and quantitative data collection processes (e.g. interviews about the members' implication and roles, support from animator, obstacles, feeling to belong to a CoP, analysis of the topics presented in the posted documents and messages, uses of the technological tools, frequency of connection...).
The results are discussed here and perspectives are evoked for this CoP. If the actions undertaken show encouraging results, neverthless obstacles to the creation and the evolution of such a CoP have been identified (e.g. lack of technological culture among some members, reluctance to share personal productions). Some perspectives are considered to overcome these problems. Since October 2011, this initiative has been recognised at the institutional level: the university is interested in lessons learned in order to implement CoP into other faculties that would be willing to start networking and create communities of learners or of practice.
A tacit-knowledge perspective on networked learning
Authors: Dohn Nina Bonderup
Published: October 2024

Within the field of networked learning, many researchers take their point of departure in "practice" theories, i.e. theories which stress that the meaning of actions, artefacts, and procedures are bound up with concrete contexts of activity. Important representatives of such "practice theories" are activity theory, expansive learning, and social learning theory. In this article I flesh out a "practice" view of knowledge. I integrate insights from Wittgenstein, phenomenology and situated learning to formulate a view of knowledge as tacit, situated, relational, practical, context-dependent, embodied doing. Building on this view of knowledge, I argue that insights and understandings from one context have to be resituated, transformed, and reactualized to be brought into use in other contexts. I also point out that a main task for educators today is to challenge their students to resituate their tacit, practical understandings across the different contexts they participate in - and to support them in learning to do so. Networked learning activities may play important roles here because they can be designed as "mediator activities" which are characterized by catalyzing the coupling of primary contexts, whilst not aiming at the attainment of educational ends themselves. Such mediator activities have their anchorage in the settings to be coupled, not in the coupling. In contrast, networked learning activities designed to be a "place" for the pursuit of educational goals tend to become stand-alone activities which seem somewhat 'abstract' and unrelated to 'what is really at stake' for the participants, i.e. what shows up for them as significant on the background of their tacit practical embodied understanding.
Exploring social recommenders for teacher networks to address challenges of starting teachers
Authors: Fazeli Soude , Brouns Francis , Drachsler Hendrik , Sloep Peter
Published: October 2024

The lack of a proper induction and organizational socialization is seen as one of the main reasons for beginning employees to leave the profession after a few years. It seems especially problematic for professions such as teaching. Teachers work in contexts that do not allow frequent and intense observations and interaction with others who could provide meaningful information and act as exemplars of good practice. Recently graduated teachers experience their first job as extremely challenging and they typically lack social support during their induction period. Teachers look for mentors and colleagues they can trust and discuss their problems with rather than content expert. Comprehensive induction programmes are characterised by accessing to good mentors, having relationships to and with peers, and professional development. Learning Networks, as online social networks designed to support professional development can fill this gap by offering an informal social support structure for professional development. They can improve the quality of the induction of starting teachers by providing means to share, exchange and acquire knowledge and experiences with other teachers. Not only can teachers find resources, moreover they get access to like-minded people with expertise and experience in the same domain. However, providing opportunities to meet like-minded people does not automatically result in the required social interactions for knowledge sharing. Therefore, we propose in this paper a social recommender that assists young teachers to find most suitable peers to address their problems. The social recommender is inspired by recommender systems from the e-commerce world that recommend most suitable content to a user. In this paper, we first analyse the problems that young teachers face during their induction phase. Second, we present online Learning Networks as a promising solution for the induction phase of starting teachers. Third, we evaluate promising recommendation approaches for the intended social recommender within the Learning Network, and we present some initial ideas on how to improve them to take into account the learner characteristics and also to meet the conditions of a Learning Network. Finally, we present a model and draw further conclusions for design and implementation of the Learning Network and the social recommender for starting teachers.
Informal networked learning; a network in the wild
Authors: Haxell Ailsa
Published: October 2024

Shifting work predicated on talking to the very small screen of mobile phones, a space approximately 3cm square, with a 160 characters imposition on each utterance, and where no-one gets seen or heard, generates a significant challenge. This challenge is faced by Youthline, New Zealand, a youth oriented telephone helpline. There is no evidence-base for such a practice; there never is for new practice. How then is new practice learned? One of the teaching and learning challenges that becomes apparent is that something cannot be taught until it is known, and in not knowing how the practice would develop there could be little preparation for those involved. They had to learn from each other. What evolves provides a unique opportunity for studying an informal networked learning, a network in the wild.
This paper draws on conceptual and analytical tools of actor-network theory (ANT). In tracing the detailed activities of those involved it becomes possible to see practice might have been, and still could be otherwise. The networked learning that occurs is a reflection of the interactions between those involved. In working the technology to suit human needs, it becomes apparent the technology simultaneously shapes those involved. The technology in this network is demonstrably not a passive carrier of conversation, nor are young people making use of the service passive recipients, the counsellors do not move in untroubled ways from one medium to another, and counselling does not remain the same. In observing practice development it becomes evident that things happen due to contingent relationships rather than individually held agency. Recognizing agency as distributed disrupts conceptions of who leads, who follows, of who teaches or learns, and who gets to define whom. An attribution error is made when agency is located individually; young people are cast as choosing text for pathological reasons that spans being developmentally challenged through to being members of a thumb generation. Such errors creating barriers to empowerment are challenged by the new configurations that occur.
Studying networks in the wild brings to the fore concerns associated with what is mainstream or not. What is seen as different, edgy, acceptable or unacceptable, desirable or abhorrent  depend on the vantage point one has. Looking at networks in the wild provides a further vantage point. There is potential that other educators might learn from network learning spaces where the borders on innovation and of literacy practices are less firm.
Online Learning Communities for Teachers' Continuous Professional Development
Authors: Holmes Brian , Sime Julie-Ann
Published: October 2024

Whereas a reasonable body of research now exists on the use of networked learning and learning communities in higher education, especially in post-graduate studies, less is known about their use in other sectors of education, such as continuous vocational education and training. This research focuses on an example of the use of online learning communities for teachers' professional development - eTwinning Learning Events. It looks at how the online community supports the development of teachers' competence and practice in online collaboration, how social aspects contribute to this discourse and the impact of facilitation, guidance and orchestration.
Action research was used to follow and influence the development of a Learning Event (LE) entitled 'Exploiting Web 2.0: eTwinning and Collaboration' first held in April 2010. Applying the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) we examined the interrelated dimensions of cognitive presence, social presence and teaching presence. The analysis suggested that skills were developed in the use of the web 2.0 tools, however there was less impact on teaching competence and practice, social interaction was important but seen as second place to the cognitive activities and the burgeoning community failed to fully develop.
The event was rerun in the autumn and an analysis of the data collected through a participant questionnaire, interviews and the coding of the messages in the discussion forums suggested that the changes applied had had a positive impact on the learning, the social interaction and the contribution of the tutors. Cognitive presence had been reinforced through practical experience and a final reflection activity, with evidence of critical thinking emerging in the participants' discourse. A Staff room for informal knowledge sharing had engendered a good social presence and a community had emerged that thrived for as long as it served the purpose of learning. The teaching presence had been ensured through additional tutoring at key points, to provide feedback and encourage reflection, and the gradual emergence of mutual support from peers.
The results of the research will contribute to our understanding of how the cognitive, social and teaching aspects of an online learning community are interrelated and combine to offer a valuable learning experience in support of professional development.
Virtual Learning Professional Development
Authors: Joannidou Shaunna , Sime Julie-Ann
Published: October 2024

The aim of this research is to examine the interactivity between participants in a Virtual Learning Professional Development (VLPD) course to see how moderating facilitation and strategies, particularly scripting, affect the interactivity and quality of the postings in three different modules which were coded using the Community of Inquiry Framework (Garrison, Anderson & Archer (2000). There were over 500 postings submitted in the investigated discussion forums, and there was a marked increase in the postings of the forums throughout the duration of the course. Upon analysis of the discussion forums Akyol & Garrison’s (2011) metacognition assessment was also considered. The VLPD introduced the instructors to learning about Web 2.0 technologies and the pedagogy of using IT in the classroom by using the technology. The participants were foreign language instructors at tertiary level who teach English, Spanish, French, Italian, Turkish and Russian as a foreign language. The need for such a course is based on the idea that teaching is a life-long learning profession in which further education/training is essential to offer best practices in language teaching today. Moreover, it affords motivation and opportunities of career development for the educator. The course was a bottom-up approach with instructors designing, facilitating and voluntarily participating in the program. The VLPD had the intention of (1) introducing the use of technology in foreign language learning by using technology, (2) offering current professional journal articles as well as set tasks that would increase instructors pedagogical knowledge of the hows and whys in applying web 2.0 technologies in their teaching, (3) allowing the foreign language instructors to share and collaborate on professional knowledge and the co-construction of knowledge, and (4) enhancing professional growth and qualifications in a technology enhanced learning environment in a theoretical framework of social constructivism free from time and place constraints. This investigation of three similar discussion forums in three different modules does confirm that scripting as role assignment is effective in leading participants to achieve cognitive presence as determined through the Community of Inquiry Framework.
Of Conflict in Virtual Learning Communities in the Context of a Democratic Pedagogy
Authors: Ozturk Hayriye Tugba , Simsek Omer
Published: October 2024

Conflict is a dynamic and complex concept which takes a crucial part in students' learning experiences, especially in learning communities underpinned with democratic pedagogy. Democratic pedagogies provide a base for emancipatory education by enabling students to participate in governance of their learning processes and so take responsibility for their own learning. In VLCs underpinned with democratic pedagogy, the method and content of the learning programme are not tightly structured in order to fulfil the community members' wishes, interests, ideas and so on, throughout the learning process. Within this framework, emergence of conflict among the community members is inevitable, given the diverse and sometimes clashing individual differences in participation in the negotiation process; in the loose structure of the programme which brings about uncertainty; and in the nature of the technological environments in which learning takes place. Once conflict emerges, it may lead to either an enjoyable or an unpleasant learning experience for students.Although in the literature it is identified as a negative or positive concept, in this research a neutral approach is taken to explore this concept holistically and openly.To surface the conflict in the learning process, a case study was conducted with third-year undergraduate students enrolled in a Computer Education and Instructional Technology programme in Turkey, during one academic term. In order to investigate students' experience with conflict in the context of democratic pedagogy, two learning groups were chosen: while the first group members did not perceive conflict, the second group members did experience severe conflict. By presenting these two contrasting groups' cases, it is aimed to exhibit the members' learning with and without conflict, and thereby to surface the importance of conflict in learning.
Throughout the study, data was collected via interviews, focus group meetings, pre & post questionnaires, Moodle logs, and field notes. Data analysis was informed by grounded theory. Drawing on the findings, the dynamics and the roles of conflict in learning were discussed.We show how small groups of students in the community experienced different conflict pathways during the course of study. The findings demonstrate the importance of taking a holistic, processual view of the emergence of conflict in a learning community.
Organizing Networked Learning
Authors: Poorthuis Anne-Marie
Published: October 2024

A networked context is dynamic. In this paper, I set up the organization of learning in a networked context starting from four leads. The first lead is analyzing involvement and acting as an example of a network. We view the network as a unit of analysis and the core of the network is the initiative. We make use of the involvement that the initiative radiates and attracts. I present the network analysis model as a means to order involvement and to identify different positions within a network. I also provide a vocabulary to communicate about them. The second lead is communicating knowledge and acting as an example of a node. We view the network as a knowledge infrastructure of nodes and links, that irrespective of size or capability provide access to knowledge in their own way. This is called a nodal network. The third lead is preparing effort and acting as an example of environment. We view the network as an inviting and challenging space in which various initiatives and networks come together, explore relationships, experiment, share and attune. An aid to creating an inviting environment is turning something into a theme. To create space we invite a diversity of related initiatives and networks to come together and learn from each other. The fourth and last lead is facilitating abilities and acting as an example of a programme. When we translate network into programme, we see a tissue of layers, lines, episodes and moments in which parties act, knowledge arises, effort emerges and the ability of the network to handle issues evolves into strategies, improvisations, habits and routines. Together, these leads offer a tangible steering framework for following and leading the otherwise so diffuse concept of 'network'. By unravelling 'network' the way I propose here, we can find the leads to establish relationships, handle the dynamics and learn to organize in a networked context. This paper approaches learning in a networked context as a matter of organization and explores the leads that allow us to act in a networked context. After describing the four leads I present some cases and the issues they give rise to. These I consider my questions for further research. I conclude with some general remarks about the organization of networked learning.
E-pedagogical design of a UK work-based learning programme
Authors: Raistrick Claire
Published: October 2024

There is an increasing accent on using technology to facilitate learning as new technologies become more widely available, popularised and promoted.  Similarly there is continuing emphasis on work-based learning as a means to develop highly skilled workers.  This paper questions whether there is a convincing case for using networked learning in relation to a UK work-based learning programme and considers the availability of meaningful guidance.
After considering the turn to online learning and establishing the case for pedagogically sound approaches this paper outlines philosophical approaches associated with the design of online learning.  It then considers how this might be applied to Programme X, a post-graduate work-based learning diploma for regulatory professionals which is implemented via a tri-partite arrangement between learners, their employer and the university.  Earlier consideration of Programme X ‘established that interaction can benefit learning' and that there is a need ‘to root the programme more securely in learners' practice' (Raistrick, 2010, p. 341).
In reviewing the potential for online learning it is important to consider what is required. Is it a community of practice?  Or perhaps a collaborative approach?  Alternatively does a definition of networked learning with its emphasis on connections and relationships allow the greatest potential to learn effectively?  Similarly connectivism seems increasingly relevant.  When tailoring the multitude of possibilities to the specifics of a particular situation where should educators start?
Potential elements of an online learning design are illustrated to give a flavour of how this might look in a specific context.  These consider: firstly, how Laurillard's Conversational Framework might bridge learning needs between the existing approach to learning and a technologically-mediated one; secondly, how a series of weak ties established through entering into a learning dialogue using an online forum might hold potential for learning; and lastly how the interaction, connections and relationships afforded by creation of a patchwork text assessment might assist learners in blending formal and informal knowledge.  The thinking illustrated here may be of interest to those considering use of networked learning to support work-based learning.  What seems to matter most is to seek an approach that adds benefit, though this is part of the difficulty as the research findings are partial and context-specific.  Gaps in the research evidence highlight the importance of researching practice to identify how to enhance the learning experience for both learners and educators.
People in Personal Learning Networks
Authors: Rajagopal Kamakshi , Verjans Steven , Sloep Peter B. , Costa Cristina
Published: October 2024

In recent years, the concept of a Personal Learning Network (PLN) as a structure to support personal learning has become more and more widespread. A Personal Learning Network refers to the network of people a self-directed learner connects with for the specific purpose of supporting their learning. An effective use of PLNs as learning resources depends on various networking skills of the learners. These skills include content-related skills such as such as being able to engage in conversations and being able to communicate ideas, thoughts and opinions to the listener, but also (ii) skills regarding the process of networking itself to continuously build, maintain and activate PLNs, in particular to be able to identify the experience and expertise of the connections in their PLNs. Relationships for learning in a PLN are often supported through various technical instruments and platforms. Although many technologies are being developed to support learners' construction and maintenance of their Personal Learning Network, the design is often based on certain assumptions on what learners consider important for their own social learning. However, there has been little investigation on what a learner considers important in a PLN. This article presents the results of a study on the concepts that determine whether a learner considers a contact to be valuable to their learning, the perceived relevance or importance of these concepts to the learner, and the extent to which these concepts are perceived to be supported by current popular networking platforms. The methodology used consists of a two-stage process: a scaffold activity on name generation and abstraction of concepts by participants in a workshop on networking skills, followed by a survey rating the importance of the elicited concepts and their association with 5 chosen PLN-supporting platforms. The conclusions of the study are (i) 18 concepts are generally accepted as driving a learner's PLN, (ii) that social learning via PLNs still remains very hidden, but reflective activities encourage more control over this type of learning, and (iii) that different social networking platforms fullfil different aspects of the supporting personal learning networks, with the exception of Twitter as a learning platform, that emerges from the study as the most widely applicable tool.
Selection and adoption of communication technology in a distributed network
Authors: Kalalahti Joanna , Sihvonen Mika
Published: October 2024

In recent years there has been a lot of effort to foster better communication between the development projects. Without communication in the project network, results of the project will remain in the level of unconnected statements and findings. To enable the communication and accordingly, information sharing and building of a common view, there must be a certain degree of familiarity, sense of belonging together and a common ground between the project actors. Since the project actors are geographically distributed, a technology mediated channel is needed for communication. It also promotes becoming acquainted with each other and building trust which is prerequisites for fluent communication.
We introduce the results of two separate sub-studies, which are part of larger project research. Sub-studies concentrate on the following research questions: What kind of technology should be chosen to support the communication in a physically distributed project network? How social media is based communication technology adopted by the project actors? We will also present our findings concerning other than technology related issues in technology selection. We suggest that social media tools have characteristics that may be valuable in distributed communication, but they also bring new challenges concerning technology adoption and acceptance processes, when less advanced users are concerned.
Previous studies have helped in setting up a framework for technology selection for distributed teams, but new social media tools and their potential for intended communication haven't been studied much. We suggest that features of social media tools bring new possibilities and also challenges for the adoption of technologies, especially for less advanced users who don't belong to networks of more advanced users. More advanced users seem to try new technologies quite fluently, but they may give up using them quickly, if the tools don't fit for their requirements and purposes.
We found several references about the features which should be present in a tool which will support communication. Also other features which are important prerequisites for communication in such a network were found. Familiarity of the project actors and willingness to work together, informal communication and contextual and situational issues and personal preferences for different kind of tools were found to have be important or have an effect on the communication.
Reconceptualising space in networked learning
Authors: Smith Susan M.
Published: October 2024

This paper explores the learning processes within a higher education networked learning leadership programme made up of owner-managers of small to medium sized enterprises. Networked learning still has some way to go to fully realise its potential within and by the higher education sector. Accordingly, this paper seeks to contribute to our understanding of how to support networked learning communities and maximise their learning potential by focusing on learning spaces. Space has been a topic of discussion in much of the literature on learning and more often than not it focuses on the physical spaces and design for teaching and learning. This is particularly relevant for networked learning as our understanding about learning using technology is changing our ideas about learning spaces .This paper draws upon in depth qualitative research to conceptualise an alternative way of looking at learning spaces which calls for a different understanding of space within learning communities and networked learning. The central argument is that space in relation to learning can be reconceptualised through a different way of thinking about learning spaces. The four learning spaces proposed are; 1) peer-to-peer, 2) social, 3) reflective and 4) peripheral. It is argued these spaces act as a health check for networked learning communities as a way of looking at the taken for granted practices of the community. Consequently, they represent the social and cultural ways of being a member of a learning community. The learning spaces within this study are conceived of as both constructs and effects of the learning community’s engagement with networked learning. Used in this way they can be seen a viable way to rethink how facilitators in networked learning can support the learners. It is argued that they provide a compelling way of understanding the learning processes within networked learning and can be used as a litmus test to indicate whether a learning community is maximising its learning potential. Understanding the practices of this community can contribute to social theories of learning in order to develop our understanding of the complexities of learning within networked learning. Arguably the learning spaces themselves are a social theory of learning. The paper finishes by urging facilitators to nurture opportunities for the conceptual learning spaces with a set of recommendations in order to help the learning community maximise its learning potential.
What did the Romans ever do for us? 'Next generation' networks and hybrid learning resources
Authors: Thomas Elaine , Walker Steve , Richardson Paul
Published: October 2024

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education' a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things' where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact' to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid' technologies of virtual and material components have may great potential for use in education.
Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve.
The politics of the delete button
Authors: Thompson Terrie Lynn
Published: October 2024

Workers today are faced with possibilities of wider networks of knowledge generation. Learning in and through work is one of the many spaces in which pedagogy may unfold. Web technologies amplify this fluidity and networked learning now encompasses a plethora of practices. New technologies are believed to contribute to more mobile and connected professional learning and knowing practices. Yet, objects do not act by themselves, and it is the relations around these technologies—the sociomateriality of the configurations assembled—which potentially reconfigure ways of knowing. In this paper, the negotiation of relational and material aspects of online pedagogical practices is explored. I focus on the delete button and deleting practices of self-employed workers engaged in informal work-related learning in online communities. Exploring a pervasive everyday practice, such as deleting, affords glimpses into the sociomaterial entanglements energizing enactments of online pedagogy and knowledge production. Understanding the delete button as a fluid object in fluid space begins to illuminate its complexity. Deleting practices which work to stem the tide of information pushing itself onto screens, as well as those practices that attempt to delete traces left behind on screens and “in the cloud”, are examined. Constantly negotiating absence and presence, deleting practices mobilize both digital inclusion and exclusion. Such sociomaterial practices around the delete button shape interactions with information and knowing possibilities and enact networked learning practices in particular ways. Although disarmingly straightforward at first glance, by unravelling some of the complex human-object assemblages associated with deleting, opportunities for interruption and innovation in online learning practices emerge. Actor Network Theory (ANT) provides the theoretical and conceptual tools for this exploration. ANT is well suited for studying complex and mobile practices which take the pervasive role and energy of objects into account. Emphasizing more critical understandings of the co-constitutive and performative relationship between people and web technologies, and how these relations both smooth and complicate work-learning practices online, enables adult educators to keep Latour’s (2005) “matters of concern” open. I conclude with observations on the politics of the delete button and implications for more sophisticated digital fluency in everyday pedagogy.
Measuring the value of online communities and networks of practice for business
Authors: Yap Robin , Robben Joost
Published: October 2024

How are you measuring the value of your online communities and networks of practice? This research-in-progress paper identified the landscape of social networks, networked learning, and social network technologies. Based upon Wenger’s et al. (2011) framework on promoting and assessing value creation in communities and networks, a model has been identified to measure the success of the organization’s “knowledge collective” - the dialogue and learning in online communities and networks of practice in corporate environments.  In our rapidly changing workplace landscape, augmenting formal performance improvement activities are informal learning and coaching incorporating social network technologies to increase involvement, strengthen relationships, and enhance individuals’ development. The methodology for the research study has been presented and used in conducting two concurrent studies in two countries (Netherlands and Canada).  Preliminary results of the two studies will be presented at the conference and upon completion of the research, the results will be incorporated into this paper. The model presented in this study will provide an evidence-based instrument for organizations to measure the value of the dialogue in online communities to achieve business results.
Symposium 1: Web 2.0 and the Net Generation - A Critical Perspective
Authors: Ryberg Thomas
Published: October 2024

In the recent years, social media and web 2.0 have been hot topics within educational debates and within the research area of networked learning. The latter is evident from symposia and papers from the last years' networked learning conferences, but also European research projects, special issues, and books have revolved around social media, web 2.0, personal learning environments, student-centred learning, and student-generated content. Alongside these internet developments we have witnessed debates on what schools and universities can do to cater to the 'net-generation' or the 'digital natives' in, or coming to, our educational institutions.
Bennett et al. (2008) have likened some of the vocal calls for immediate educational change as 'academic moral panics' based on unsubstantiated speculations about a coming generation of digital natives with unprecedented high digital literacy. More and more evidence seems to suggest that the young people, who actually seem to fit the category of digital natives are a minority or elite, rather than a widespread phenomenon within an entire generation (Brown & Czerniewicz, 2010; Kennedy, Judd, Dalgarno, & Waycott, 2010). At the same time it is becoming increasingly clear that the use of web 2.0 technologies among young people is not as widespread or advanced as assumed. The use is more often for mundane purposes and entertainment, which runs counter to the envisioned or imagined educational ideals of using web 2.0 technologies for scholarly knowledge creation and sharing (Clark, Logan, Luckin, Mee, & Oliver, 2009; Selwyn, 2009)
These are also issues we wish to address and contribute to in this symposium. The symposium consists of three papers, which all draw on data collected among students in Aalborg University (AAU), Denmark. AAU is characterised by its problem and project based pedagogy (called the Aalborg PBL model). The main pedagogical principles within the PBL model of AAU is organised around problem-orientation, project work, inter-disciplinarily, and participant controlled learning. The pedagogy is based on students’ enquiry into scientific and social problems as part of their learning process. In AAU, each semester is therefore organized around approximately 50% course work and 50% project work in groups, where students collaborate on writing their semester project. The students work closely together for an extended period of time (app. 4 months) on producing a project report reflecting the work with their self-chosen problem.
Symposium 1: Changing the rules of the game - experiences with Web 2.0 learning in higher education
Authors: Nicolajsen Hanne Westh
Published: October 2024

The use of Web 2.0 as tools for social learning within higher education is not as widespread as expected, nor with the expected results within non-distance teaching programmes. The question is why? Many have argued that Web 2.0 tools have potentials to support learning in various ways. It has been argued, but also questioned, that the current generation of students are digital natives prepared to use new media for learning. At the same time critical voices argue that learning designs with high degrees of Web2.0 characteristics challenge the prevailing norms for learning within most teaching systems.
This study investigates reasons why Web 2.0 is difficult to adopt in teaching by looking at reflected feedback from students participating in an experiment using Web 2.0 for social learning. The challenges investigated are derived by looking into 37 undergraduate students’ reflections on their experiences and engagement using Web 2.0 technologies for collaborative discussions. The Web 2.0 discussions were part of an elective course in E-learning at the fourth semester at humanistic informatics at Aalborg University Copenhagen. Aalborg University is a PBL (problem based learning) university. Despite the contextual implications on the actual learning design investigated, the conclusions drawn are of general interest to the networked learning community.  
The conclusions drawn are that Web 2.0 learning challenges current norms with regard to distribution of control and responsibilities impacting the communication genre, the authenticity, quality assurance and blurring of the existing border between university and private life. Social status is found to influence the interaction to a worrying degree. However, at the same time the interaction holds the potential to challenge student images if students demonstrate unknown resources. Building more rigid learning designs may reduce some of these challenges, but such design will reduce the Web 2.0 characteristics - lowering the student control, the demand to be critical, the authenticity, and motivational issues related to the social interaction.
Symposium 1: Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities
Authors: Khalid Md. Saifuddin , Rongbutsri Nikorn , Buus Lillian
Published: October 2024

This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.