TY - JOUR

T1 - Networked Learning a relational approach- weak and strong ties

AU - Jones, Christopher

AU - Ferreday, Debra

AU - Hodgson, V E

PY - 2008/4

Y1 - 2008/4

N2 - In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties and relate this to Bakhtin and a dialogic understanding of networked learning. These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of interaction and from an interest in the kinds of dialogues engaged in by participants in the network. We identify an area for further research in a comparison of the dimensions of links that appear to be weaker in these networks, those concerning affective aspects of the relationship, with those concerned with the sharing of knowledge which appear to be relatively well developed. We suggest that presence and proximity become forms of telepresence and tele-proximity and rely more heavily on interactional means to achieve identity formation. Finally we note that knowledge is negotiated and the marks of its personal and situated origin are essential parts of the exchange through dialogue.

AB - In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties and relate this to Bakhtin and a dialogic understanding of networked learning. These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of interaction and from an interest in the kinds of dialogues engaged in by participants in the network. We identify an area for further research in a comparison of the dimensions of links that appear to be weaker in these networks, those concerning affective aspects of the relationship, with those concerned with the sharing of knowledge which appear to be relatively well developed. We suggest that presence and proximity become forms of telepresence and tele-proximity and rely more heavily on interactional means to achieve identity formation. Finally we note that knowledge is negotiated and the marks of its personal and situated origin are essential parts of the exchange through dialogue.

U2 - 10.1111/j.1365-2729.2007.00271.x

DO - 10.1111/j.1365-2729.2007.00271.x

M3 - Journal article

VL - 24

SP - 90

EP - 102

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 2

ER -