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Where is the learning in networked knowledge construction?

Research output: Contribution to conference - Without ISBN/ISSN Conference paper

Published

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Where is the learning in networked knowledge construction? / Zenios, Maria; Goodyear, Peter.

2008. Paper presented at 6th International Networked Learning Conference, Halkidiki, Greece, .

Research output: Contribution to conference - Without ISBN/ISSN Conference paper

Harvard

Zenios, M & Goodyear, P 2008, 'Where is the learning in networked knowledge construction?', Paper presented at 6th International Networked Learning Conference, Halkidiki, Greece, 5/05/08 - 6/05/08.

APA

Zenios, M., & Goodyear, P. (2008). Where is the learning in networked knowledge construction?. Paper presented at 6th International Networked Learning Conference, Halkidiki, Greece, .

Vancouver

Zenios M, Goodyear P. Where is the learning in networked knowledge construction?. 2008. Paper presented at 6th International Networked Learning Conference, Halkidiki, Greece, .

Author

Zenios, Maria ; Goodyear, Peter. / Where is the learning in networked knowledge construction?. Paper presented at 6th International Networked Learning Conference, Halkidiki, Greece, .

Bibtex

@conference{2e5fe82e010345949f899a34a8fd1241,
title = "Where is the learning in networked knowledge construction?",
abstract = "This work-in-progress paper develops the conceptual background for researching knowledge construction in networked learning through examining learners{\textquoteright} articipation in knowledge advancement activities. Knowledge construction processes are explored using an analytical framework originating from data and ideas guided by the theoretical framework of the study based on the notion s of epistemic activity and epistemic fluency. Data have been collected from a postgraduate course in Advanced Learning Technology including student assignments,online discussions and interviews. The paper concludes that the ideas expressed within online messages exchanged between course participants as well as research projects and reviews undertaken as part of their assessment are representations of abstract knowledge which is constructed both collaboratively and individually. Epistemic activities have a decisive role in knowledge creation and improvement as they add value to such representations. Finally, the findings point to the importance of the contextual aspect in the process of knowledge construction pointing to the fact that knowledge can be constructed through interaction of the individual with the environment including peer learners, tutors and available resources. The paper contributes to discussions about the ways in which knowledge is being produced, managed, improved and applied in networked learning contexts.",
author = "Maria Zenios and Peter Goodyear",
year = "2008",
month = may
day = "5",
language = "English",
note = "6th International Networked Learning Conference ; Conference date: 05-05-2008 Through 06-05-2008",

}

RIS

TY - CONF

T1 - Where is the learning in networked knowledge construction?

AU - Zenios, Maria

AU - Goodyear, Peter

PY - 2008/5/5

Y1 - 2008/5/5

N2 - This work-in-progress paper develops the conceptual background for researching knowledge construction in networked learning through examining learners’ articipation in knowledge advancement activities. Knowledge construction processes are explored using an analytical framework originating from data and ideas guided by the theoretical framework of the study based on the notion s of epistemic activity and epistemic fluency. Data have been collected from a postgraduate course in Advanced Learning Technology including student assignments,online discussions and interviews. The paper concludes that the ideas expressed within online messages exchanged between course participants as well as research projects and reviews undertaken as part of their assessment are representations of abstract knowledge which is constructed both collaboratively and individually. Epistemic activities have a decisive role in knowledge creation and improvement as they add value to such representations. Finally, the findings point to the importance of the contextual aspect in the process of knowledge construction pointing to the fact that knowledge can be constructed through interaction of the individual with the environment including peer learners, tutors and available resources. The paper contributes to discussions about the ways in which knowledge is being produced, managed, improved and applied in networked learning contexts.

AB - This work-in-progress paper develops the conceptual background for researching knowledge construction in networked learning through examining learners’ articipation in knowledge advancement activities. Knowledge construction processes are explored using an analytical framework originating from data and ideas guided by the theoretical framework of the study based on the notion s of epistemic activity and epistemic fluency. Data have been collected from a postgraduate course in Advanced Learning Technology including student assignments,online discussions and interviews. The paper concludes that the ideas expressed within online messages exchanged between course participants as well as research projects and reviews undertaken as part of their assessment are representations of abstract knowledge which is constructed both collaboratively and individually. Epistemic activities have a decisive role in knowledge creation and improvement as they add value to such representations. Finally, the findings point to the importance of the contextual aspect in the process of knowledge construction pointing to the fact that knowledge can be constructed through interaction of the individual with the environment including peer learners, tutors and available resources. The paper contributes to discussions about the ways in which knowledge is being produced, managed, improved and applied in networked learning contexts.

M3 - Conference paper

T2 - 6th International Networked Learning Conference

Y2 - 5 May 2008 through 6 May 2008

ER -