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A practical action perspective and understanding on becoming a networked learning educator

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

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A practical action perspective and understanding on becoming a networked learning educator. / Hodgson, Vivien Elaine; Watton, Emma Louisa; Ralph, Neil David.

Proceedings of the 10th International Conference on Networked Learning May 9/11 2016 Lancaster University. ed. / Sue Cranmer; N. B. Dohn; M. de Laat; T. Ryberg; J. A. Sime. Lancaster : Lancaster University, 2016. p. 405-413.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Harvard

Hodgson, VE, Watton, EL & Ralph, ND 2016, A practical action perspective and understanding on becoming a networked learning educator. in S Cranmer, NB Dohn, M de Laat, T Ryberg & JA Sime (eds), Proceedings of the 10th International Conference on Networked Learning May 9/11 2016 Lancaster University. Lancaster University, Lancaster, pp. 405-413. <http://www.networkedlearningconference.org.uk/abstracts/hodgson.htm>

APA

Hodgson, V. E., Watton, E. L., & Ralph, N. D. (2016). A practical action perspective and understanding on becoming a networked learning educator. In S. Cranmer, N. B. Dohn, M. de Laat, T. Ryberg, & J. A. Sime (Eds.), Proceedings of the 10th International Conference on Networked Learning May 9/11 2016 Lancaster University (pp. 405-413). Lancaster University. http://www.networkedlearningconference.org.uk/abstracts/hodgson.htm

Vancouver

Hodgson VE, Watton EL, Ralph ND. A practical action perspective and understanding on becoming a networked learning educator. In Cranmer S, Dohn NB, de Laat M, Ryberg T, Sime JA, editors, Proceedings of the 10th International Conference on Networked Learning May 9/11 2016 Lancaster University. Lancaster: Lancaster University. 2016. p. 405-413

Author

Hodgson, Vivien Elaine ; Watton, Emma Louisa ; Ralph, Neil David. / A practical action perspective and understanding on becoming a networked learning educator. Proceedings of the 10th International Conference on Networked Learning May 9/11 2016 Lancaster University. editor / Sue Cranmer ; N. B. Dohn ; M. de Laat ; T. Ryberg ; J. A. Sime. Lancaster : Lancaster University, 2016. pp. 405-413

Bibtex

@inproceedings{4339969ecdc640aaa8a5ed573faaa79a,
title = "A practical action perspective and understanding on becoming a networked learning educator",
abstract = "In the paper we examine one of the enduring issues in networked learning of the reticence of academics to work with and/or run networked learning courses mediated by technology. The paper is based on an analysis of the situated practice of members of an academic department and the work done in becoming a networked learning educator. It builds on the recent interest in practice based studies (PBS) that has led to an increase in looking at learning and knowing through the doing of practice. Following Schatzki, (2001) we see practice as an embodied and materially mediated activity around practical understanding. The research approach we have chosen to look at this is that associated with ethnomethodology; which has a long-standing interest in the understanding of practical action. In the paper we offer an account of the social fact of the competent university teacher as constructed in what Garfinkel (1967) refers to as {\textquoteleft}common understanding{\textquoteright} exhibited in the methods used and descriptions of practice-in-action of members of the department.We go on to examine an account of designing an online module and the practice-in-action exhibited by Emma in becoming a networked learning educator. We conclude with the suggestion that the pattern and rhythm of said module could be used as a starting point for a pedagogical framework that can accommodate and/or exhibit the practical understanding of pedagogy for members of the department.",
keywords = "Networked learning, practice based studies, ethnomethodology, online educator",
author = "Hodgson, {Vivien Elaine} and Watton, {Emma Louisa} and Ralph, {Neil David}",
year = "2016",
month = may,
day = "9",
language = "English",
isbn = "9781862203242",
pages = "405--413",
editor = "Sue Cranmer and Dohn, {N. B.} and {de Laat}, M. and T. Ryberg and Sime, {J. A.}",
booktitle = "Proceedings of the 10th International Conference on Networked Learning May 9/11 2016 Lancaster University",
publisher = "Lancaster University",

}

RIS

TY - GEN

T1 - A practical action perspective and understanding on becoming a networked learning educator

AU - Hodgson, Vivien Elaine

AU - Watton, Emma Louisa

AU - Ralph, Neil David

PY - 2016/5/9

Y1 - 2016/5/9

N2 - In the paper we examine one of the enduring issues in networked learning of the reticence of academics to work with and/or run networked learning courses mediated by technology. The paper is based on an analysis of the situated practice of members of an academic department and the work done in becoming a networked learning educator. It builds on the recent interest in practice based studies (PBS) that has led to an increase in looking at learning and knowing through the doing of practice. Following Schatzki, (2001) we see practice as an embodied and materially mediated activity around practical understanding. The research approach we have chosen to look at this is that associated with ethnomethodology; which has a long-standing interest in the understanding of practical action. In the paper we offer an account of the social fact of the competent university teacher as constructed in what Garfinkel (1967) refers to as ‘common understanding’ exhibited in the methods used and descriptions of practice-in-action of members of the department.We go on to examine an account of designing an online module and the practice-in-action exhibited by Emma in becoming a networked learning educator. We conclude with the suggestion that the pattern and rhythm of said module could be used as a starting point for a pedagogical framework that can accommodate and/or exhibit the practical understanding of pedagogy for members of the department.

AB - In the paper we examine one of the enduring issues in networked learning of the reticence of academics to work with and/or run networked learning courses mediated by technology. The paper is based on an analysis of the situated practice of members of an academic department and the work done in becoming a networked learning educator. It builds on the recent interest in practice based studies (PBS) that has led to an increase in looking at learning and knowing through the doing of practice. Following Schatzki, (2001) we see practice as an embodied and materially mediated activity around practical understanding. The research approach we have chosen to look at this is that associated with ethnomethodology; which has a long-standing interest in the understanding of practical action. In the paper we offer an account of the social fact of the competent university teacher as constructed in what Garfinkel (1967) refers to as ‘common understanding’ exhibited in the methods used and descriptions of practice-in-action of members of the department.We go on to examine an account of designing an online module and the practice-in-action exhibited by Emma in becoming a networked learning educator. We conclude with the suggestion that the pattern and rhythm of said module could be used as a starting point for a pedagogical framework that can accommodate and/or exhibit the practical understanding of pedagogy for members of the department.

KW - Networked learning

KW - practice based studies

KW - ethnomethodology

KW - online educator

M3 - Conference contribution/Paper

SN - 9781862203242

SP - 405

EP - 413

BT - Proceedings of the 10th International Conference on Networked Learning May 9/11 2016 Lancaster University

A2 - Cranmer, Sue

A2 - Dohn, N. B.

A2 - de Laat, M.

A2 - Ryberg, T.

A2 - Sime, J. A.

PB - Lancaster University

CY - Lancaster

ER -