Research, Boundaries, and Policy in Networked Learning [Hardcover]

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.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.Thomas Ryberg is Professor MSO in the Department of Communication and Psychology at Aalborg University (AAU), Denmark. He is part of the research centre: E-learning lab - Center for User Driven Innovation, Learning and Design. His primary research interests are within the fields of Networked Learning, Problem Based Learning (PBL), Computer Supported Collaborative Learning (CSCL) and Technology Enhanced Learning (TEL). He is co-chair of the International Networked Learning Conference and member of the Aalborg PBL Acl“ä