bluuebunny/crossref_metadata_2025_split huggingface dataset:
Team-Based Learning: modalidade presencial e remota no Programa de Pós-Graduação em Enfermagem
Authors: Boeckmann Lara Mabelle Milfont , Rodrigues Maria Cristina Soares 
Published: October 2024

Objetivo: Descrever a vivência de docentes e discentes na pós-graduação em enfermagem utilizando o Team Based Learning (TBL), na modalidade presencial e remota. Métodos: Trata-se de relato de experiência que descreve a prática pedagógica no uso do TBL. A experiência envolveu duas docentes e 85 estudantes e se deu na disciplina de Segurança do Paciente, em uma universidade pública do Distrito Federal, Brasil. Resultados: Os resultados do estudo reproduzem uma descrição minuciosa das etapas do TBL a partir da experiência das docentes na disciplina. Discussão: Os resultados corroboraram a discussão de outros achados científicos no Brasil e em diversos países e reiteram a importância do uso do TBL em diversos contextos e áreas da educação. Conclusão: A pesquisa evidenciou uma experiência satisfatória vivenciada por docentes e discentes utilizando o TBL em ambas as modalidades, pois propiciou o desenvolvimento de competências e habilidades docentes e discentes com repercussões positivas no aprendizado na disciplina de pós-graduação em enfermagem. As evidências demonstraram que o processo ensino-aprendizagem pode ser mais significativo.
Knowledgeability and modes of identification in (dis)embodied boundary practice in networked learning
Authors: Riis Marianne , Dirckinck-Holmfeld Lone 
Published: October 2024

Building on a continued interest in boundaries and boundary practice in relation to ICT-based networked learning (Ryberg & Sinclair, 2016), this paper addresses the issue of knowledgeability and identification through (dis)embodiment in design for boundary practice in networked learning. According to Goodyear (2015) teaching is about designing opportunities for people to learn, and from a learning perspective, how participants respond to design through their practices and through their use of boundary objects is interesting. Inspired by Wenger-Trayner & Wenger-Trayner’s (2015) concepts of knowledgeability and modes of identification, we analyse how two different case studies conducted at the Danish online Master programme on ICT and Learning (MIL) differ with regard to potential boundary practice and use of boundary objects.
In study I, the design for learning was based on a 2D virtual learning environment (Dirckinck-Holmfeld, 2006), whereas the design for learning in study II was based on a 3D virtual world (Riis, 2016). Carlile (2002; 2004) proposed a hierarchical typology for boundary objects aiming at transfer, translation and transformation, and in our analysis, we identify examples of such boundary objects in the two learning arenas. Our findings show that all identified categories of boundary objects can mediate knowledge according to the typology. Nonetheless, certain boundary objects in the 3D learning arena (study II), in particular the avatar, seem to promote a different kind of embodied transformation, which has implications for identity formation of the participants. Furthermore, the 3D virtual space affords a concrete materialised, albeit virtual, opportunity for reification, which is different to that of the 2D environment.
In the paper, we will elaborate on these differences, and based on the two case studies we propose that boundaries in networked learning should not only be regarded as socio-cultural differences, but as socio-material differences and dependencies as well. In particular, the materiality of a 3D virtual arena and avatars provides new relational and performative opportunities in networked learning.
Understanding and Identifying Cognitive Load in Networked Learning
Authors: Kehrwald Benjamin A. , Bentley Brendan P. 
Published: October 2024

This paper considers cognitive load theory (CLT) in the context of networked learning (NL). It aligns with NL practitioners' efforts to understand and eliminate barriers to learning in NL situations. The ideas presented are based on the premise that by recognising and either minimising or eliminating instances of unnecessary cognitive load in NL situations educators can improve learners’ abilities to acquire and develop schema and, in doing so, educators can support learning in NL situations. The presentation brings together current thinking in cognitive load theory and descriptions of key aspects of NL to identify and describe of potential instances of cognitive load experienced by networked learners.The paper is structured in three main sections: The first section provides the background to our exploration of CLT in the context of NL. It includes an overview of CLT and its development; an overview of NL; and a definition of the problem this paper seeks to address, namely, that NL situations include a number of instances of cognitive load which may not be present in other (e.g., face-to-face; on-campus) learning situations. The second section explores common features of NL and identifies potential sources of cognitive load in NL situations. It is organised according to key features of the 'architecture' of NL: the learning environment; learning tasks and learner activity. By identifying potential instances of cognitive load, the presentation provides a basis for, firstly, understanding cognitive load in NL; and, secondly, addressing it. Key sources of cognitive load referenced in this paper include the presentation of information in NL situations; the use of mediating technologies; the demands of managing information in connected environments; the load associated with technology-mediated social activity, including computer-mediated communication; the presentation of learning tasks; and the demands of 'learning to learn' in NL situations. The third section of the paper identifies a potential research agenda to guide further explorations of CLT in NL including: research into technical aspects of NL to improve the presentation of information and computer interfaces; research into the use of instructional design techniques sympathetic to CLT and specifically targeting NL and engagement tasks; research to understand learning to learn online in NL from a CLT perspective.
Making digital compost
Authors: Boyd Sharon 
Published: October 2024

Students studying at a distance are situated at a location remote from the campus, connecting to the institution via learning networks such as virtual learning environments, and communicating through a range of synchronous and asynchronous tools. While students may perceive a link between their physical learning environment and the institutional campus, their physical location may not be explicitly acknowledged or included in the learning activities of distance programmes beyond opportunities to participate in summer schools.As place is defined as a location which has meaning for an individual, I propose that further research is required to explore the role that these meaningful locations can play in the learning experience of students studying at a distance from the institution. I question whether it is possible to develop a form of emotional connection to place at a distance, through artefacts and stories shared digitally by someone who feels closely connected, or related, to a place. I consider what the benefits may be of developing a more place-aware approach to teaching and learning in this context.This paper outlines the early stages of a PhD research project investigating the importance of place for distance learners studying online. I will briefly describe methods previously used in outdoor education which may provide a way of capturing a sense of place at a distance. These methods include storytelling and walking interviews, with both options making use of mobile technologies. The use of these methods may also foster a stronger connection between students, the locality where they are based while studying, and the institution. Through this process, it may help to reduce the sense of social distance which can affect students studying at distance.Incorporating activities traditionally used in conservation and outdoor education may demonstrate how education for sustainable development principles and practices can be integrated into distance education. If successful, this may help to address the missing element of teaching "in" the environment, providing a route to facilitate experiential place-based learning for distance students. This may also encourage a sense of care for the environment, as part of an affective approach to learning.
The Unbundled University
Authors: Swinnerton Bronwen , Ivancheva Mariya , Coop Taryn , Perrotta Carlo , Morris Neil P. , Swartz Rebecca , Czerniewicz Laura , Cliff Alan , Walji Sukaina 
Published: October 2024

As Higher Education undergoes a massive expansion in demand globally, and experiences financial pressures exacerbated by the global financial crisis of 2008, the sector is evolving rapidly. Market pressures on the sector encourage the search for additional income and new forms of provision, and private providers are increasingly entering the sector. At the same time, the HE sector has seen the appearance of many flexible online courses and qualifications, delivered by new configurations of providers and partnerships, including by parties new to the sector, through a process of disaggregating educational provision into its component parts, or ‘unbundling’. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of this unbundling and rebundling of educational provision, as it is playing out in this rapidly reconfiguring space. This paper reports data on South African Higher Education from the research project ‘The Unbundled University: Researching emerging models in an unequal landscape’, a project which explores the terrain in both South Africa and the UK. South Africa is deemed the most unequal country in the world and its HE system is under pressure, demonstrated in part by rising fees, student protests and calls for decolonised education, whilst online education is viewed by some, including the South African Government, as a way to increase access. Using a new dataset systematically collected from the public domain, data visualisation is employed to bring a novel perspective to the educational provision being offered using digital technology (and the private companies partnering with universities in South Africa to provide it), to uncover patterns of activity and their relationship to existing patterns of inequality in the HE sector. Using mapping, or social cartography, this paper reveals patterns and relationships which are otherwise not so obvious. Significantly, the maps reveal relationships between universities and private companies which appear to reflect existing inequalities, insofar as private companies partner almost exclusively with historically advantaged, research intensive universities, with high international ranking and reputation. This paper argues that such partnerships do not disrupt an unequal terrain, but rather reflect and possibly reinforce the power asymmetries already at play.
Whose domain and whose ontology? Preserving human radical reflexivity over the efficiency of automatically generated feedback
Authors: Beattie Amanda Russell , Hayes Sarah , Jandri´ć Petar 
Published: October 2024

There are some forms of feedback in daily life that, though generated and delivered via a machine, we may welcome, because they help us to function with ease. For example, being provided with explicit directional instructions from a Sat Nav can save time and embarrassment from being late. Automatic tills in supermarkets mean we can empty loose change into these to pay for things, and the amount is calculated on our behalf, with change efficiently dispensed. Feedback on our bank balances from cash machines may not always be welcome…, but there are advantages in terms of practicality. In this article we challenge however, the uncritical application of similar algorithmic processes for providing automatically generated feedback for students in Higher Education (HE). We contest this on the basis that the human side of feedback appears to be giving way to the non-human, as e-technologies and their algorithmic affordances are expected to meet the demands that emerge from within a neoliberal framing of contemporary HE. Initially we examine developments of Artificial Intelligence (AI), and the e-marking platform Turnitin to question where we might locate a student voice? We point to the way that networked learning intersects across developments in technology and radical pedagogies to support this concern. We then draw on our own relational, and lived, experience which produces feedback that emerges from within an illicit exploration of our own vulnerabilities as academics, as students, and friends, in a demonstration of performing radically reflexive feedback. Finally, we advocate for the creative potential of an autoethnographic research method and exploration of mindfulness practices aligned with teaching and learning journeys. These cannot and should not be reduced to the ‘sat-nav experience’ in terms of feedback. We suggest that, as technology becomes ever more intimately embedded into our everyday lives, generic (but power-laden) maps are incorporated into both student and staff ‘perceived’ space. A radically reflexive form of feedback may not follow a pre-defined route or map, but it does offer a vehicle to restore student voices and critical self-navigation that is absent, but very much needed, in the ongoing shaping of contemporary HE.
Balancing privacy and openness, using a lens of contextual integrity
Authors: Cronin Catherine 
Published: October 2024

This paper describes a qualitative, empirical research study which explored the use of open educational practices (OEP) by academic staff in higher education, focusing particularly on the findings in relation to balancing privacy and openness. The study explored meaning-making and decision-making by university educators regarding whether, why, and how they used OEP. Open educational practices have been defined as “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning paths” (Ehlers, 2011, p. 4). The purpose of this study was to understand how university educators conceive of, make sense of, and make use of OEP, and to try to learn more about, and from, the practices and values of educators from across a broad continuum of ‘closed’ to open practices. The study was conducted at one Irish university using constructivist grounded theory methodology; semi-structured interviews were carried out with educators across multiple disciplines. Balancing privacy and openness emerged as a key concern of academic staff in relation to their digital and networked practices. This balancing act was described by participants, overwhelmingly, as an individual decision and an ongoing challenge: “you’re negotiating all the time.” A model was developed to illustrate how individuals seek to balance privacy and openness at four levels: macro (global level), meso (community/network level), micro (individual level), and nano (interaction level). The main finding of the study was that openness is always complex, personal, contextual, and continually negotiated. These empirical results reinforce the utility of Nissenbaum’s (2004, 2010) framework of contextual integrity in constructing a full understanding of meaning-making and decision-making with regard to open practices, and thus can contribute to effective support of academic staff in relation to open education and networked learning.
Mapping Patterns of Relations in an Online Graduate Course
Authors: Simmons Marlon , Parchoma Gale , Koole Marguerite 
Published: October 2024

This study explores the patterns of relations that emerged and mutated during a particular semester of an online, graduate course, Multimedia Design for Learning. The assemblage, a learning community, was comprised of a professor-course designer, learners, the course content, digital connectivity, a learning management system (LMS), digital media production software, learning tasks, assessment criteria, and emergent activities. We describe the expected and unexpected relational interplays observed among the actors and map the performativity of the learning community. Within this interplay we were more concerned about how particular nodal points (actors within a network) came to operate as sites of attachments (bonds between actors), and simultaneously promulgated different sensibilities and new relations, which in turn, worked to transform material/digital/human objects into agents. Our main interest was to better understand how, from an initially fragile assemblage, an online learning community could emerge, reconstitute, and/or dissolve. We first describe Sørensen’s (2009) patterns of relations (regions, networks, and fluids) metaphor. Then, we consider the shaping, reshaping, and co-constitution of the patterns of relations (Mol & Law, 1994). We also describe the role of obligatory points of passage, and sites of attachment that held the assemblage’s network together. Our methodological approach drew upon Hine’s (2000; 2004) principles for undertaking a virtual ethnographical study. In order to gather our data, we conducted online, structured, asynchronous, text-based interviews with seven of the fourteen course participants. A second data set was derived from the course designer-instructor’s (also a co-author here) reflective notes. As a research-group, we spent reflexive time constructing and applying a guiding conceptual framework for data analysis. We engaged in two rounds of coding. The first round was descriptive; the second round was self-reflective. In this paper, we focus on key themes that describe student-participant’s chosen sites for: 1) finding familiarity/continuity in the processes of navigating synchronous and asynchronous communication channels and associated resources initially chosen by the instructor, (2) finding ways to collaboratively engage in knowledge construction within the course, and (3) circumventing the patterns of relations initially implemented within the course design. We conclude the paper by discussing how initial attempts to create spaces for specific patterns of relations (“design choices”) appeared to evolve within the learning community assemblage; that is, how activities emerged unexpectedly.
Networked Learning: Theorising a ‘Manager’ Capability
Authors: McMordie Shane 
Published: October 2024

Networked learning (NL) is concerned with how students learn using connections enabled by IT: connections with other learners, with teachers and with resources. In contrast to school or university education, there is no place in the current conceptual model of NL for an administration or management function. This may be demonstrated by looking at the proceedings of the Networked Learning Conference. The aim of this paper is to develop the conceptual model of NL by proposing a 'manager' capability. The method consists of critical discourse analysis of a sample of the Conference proceedings to gain a better understanding of the problem. This is followed by a pragmatic exercise in which suitable concepts from other relevant disciplines are identified, assessed and added to the NL conceptual model. The most likely explanation for the gap in the theory is the collective ontological stance of the NL research community.
From Not-working to Node-working
Authors: Mentis Mandia , Kearney Alison , Holley-Boen Wendy 
Published: October 2024

The space and pace of learning is changing. Traditional professional learning and development courses – with defined content in a set place and time – are arguably not working for many, as they are linked to outmoded approaches to learning. As societies have evolved from an industrial, to information and then social-age, we have shifted our understandings of learning and teaching. This shift is from disseminating information in formal institutions, towards open access to knowledge via the web. Current notions appreciate that learning is continual through our interconnections with others, as we co-create, communicate and collaborate. The shifts to conceptualising learning as open, continuous and social has a flow on effect of disrupting how we conceptualise professional identity development, and ongoing professional learning. Professional learning increasingly involves co-constructing knowledge with others in learning networks across different contexts and time. New technologies such as digital badging and ePortfolios afford opportunities to make learning more visible, and allow learners to collect evidence of their learning in network, which can be seen as learning nodes. These nodes can be acknowledged as evidence of ongoing professional learning and credentialed as such. Linking learning nodes within and across related networks enables mapping and integrating learning that is both personalised and social, informal and formal, as well as open and accredited. This short paper outlines a new professional learning initiative being introduced in New Zealand that is designed around networking and ‘node-working’. The initiative is for Special Education Needs Coordinators (SENCo), teachers who provide learning support to include all students in school. The professional network for SENCos consists of four learning hubs. Hub one is an open network where SENCos connect and collaborate with each other, face-to-face and online, regionally and nationally. In Hub two SENCos can subscribe to a professional network and join journal clubs, collaborative research projects, webinars, and share evidence-based practice. Hub three uses digital badging to recognise the personalised and collaborative learning that occurs in Hubs one and two, thus creating learning nodes as markers for credentialing learning across the network. Hub four allows for these learning nodes to be mapped within a professional e-portfolio, as part of a formal qualification. The research behind this initiative investigates the effectiveness of networked nodes of learning and the potential it offers to revision professional learning and identity development.
Stewarding and power in networked learning
Authors: Whitworth Andrew , Webster Lee 
Published: October 2024

A study is conducted of twenty groups, of 5-7 learners each, who are studying on a postgraduate course unit oriented toward development of professional practice in the field of educational technology. On the unit, students are assessed through their contributions to online discussion boards in which their groups are engaged in learning tasks that increase in complexity over the course and require them to make critical judgments about a range of informational and technological resources that can help the group meet its shared learning needs. Through the accumulation of these judgments, the group stewards its own digital habitat (Wenger et al 2009), modifying and enhancing the set of resources that the tutor provides to each group at the start of the course unit. The study investigates how this process draws on the power that flows in different ways through the course environment. Students discipline themselves and each other to conform to practices that they perceive as being those rewarded by the tutor, but they also resist this institutional power and authority when they introduce new resources and practices. The study shows how practices form at the very earliest stages of the formation of a community of practce, and bring with them a proto-hierarchy that supports the more complex information tasks but also introduces differentiation into the community. Visibility and scrutiny of the emerging practices and proto-hierarchy are what help the environment meet its learning needs and give students an experience of variation in power and authority that helps them develop informational practices in ways that are relevant to later work in professional settings.