Research, Boundaries, and Policy in Networked Learning / edited by Thomas Ryberg, Christine Sinclair, Sian Bayne, Maarten de Laat.
Ryberg, Thomas, editor.; Sinclair, Christine, editor.; Bayne, Sian, editor.; De Laat, Maarten, editor.
2016
LC8-6691
Available Online

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Title Research, Boundaries, and Policy in Networked Learning / edited by Thomas Ryberg, Christine Sinclair, Sian Bayne, Maarten de Laat.
ISBN 9783319311302
3319311301
9783319311289
DOI https://doi.org/10.1007/978-3-319-31130-2
Published Cham : Springer International Publishing : Imprint : Springer, 2016.
Language English
Description 1 online resource (VIII, 191 pages 8 illustrations, 5 illustrations in color.) : online resource
Other Standard Identifiers 10.1007/978-3-319-31130-2 doi
Call Number LC8-6691
Dewey Decimal Classification 371.33
Summary This book presents cutting-edge, peer reviewed research on networked learning organized by three themes: policy in networked learning, researching networked learning, and boundaries in networked learning. The "policy in networked learning" section explores networked learning in relation to policy networks, spaces of algorithmic governance and more. The "boundaries in networked learning" section investigates frameworks of students' digital literacy practices, among other important frameworks in digital learning. Lastly, the "research in networked learning" section delves into new research methods in the field.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Added Author Ryberg, Thomas, editor.
Sinclair, Christine, editor.
Bayne, Sian, editor.
De Laat, Maarten, editor.
Series Research in networked learning.
Available in Other Form Print version: 9783319311289
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Introduction
Learning from a Deceptively Spacious Policy Discourse
Policy networks, database pedagogies, and the new spaces of algorithmic governance in education
The politics of networked learning in an age of austerity
It's not all about the learner: a sociomaterial reframing of students' digital literacy practices
Design for networked learning: framing relations between participants' activities and the physical setting
Lost in transition?: Making sense of space: time configurations across workplace and educational boundaries
A practice-grounded approach to 'engagement' and 'motivation' in networked learning
Research methods are made by questioning: the post-disciplinary challenge of networked learning
Mobile learning field activity: Pedagogy of simultaneity to support learning in the open
Conclusion.

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