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The Epistemic Practice of Networked Learning

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The Epistemic Practice of Networked Learning. / Hodgson, Vivien Elaine; McConnell, David.

Proceedings of the 11th International Conference on Networked Learning 2018. ed. / M. Bajic; N.B. Dohn; M. de Laat; P. Jandric; T. Ryberg. Vol. 11 2018. p. 455-464.

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

Harvard

Hodgson, VE & McConnell, D 2018, The Epistemic Practice of Networked Learning. in M Bajic, NB Dohn, M de Laat, P Jandric & T Ryberg (eds), Proceedings of the 11th International Conference on Networked Learning 2018. vol. 11, pp. 455-464, Eleventh International Conference on Networked Learning 2018, Zagreb, Croatia, 14/05/18. <http://www.networkedlearningconference.org.uk/abstracts/papers/mcconnell_59.pdf>

APA

Hodgson, V. E., & McConnell, D. (2018). The Epistemic Practice of Networked Learning. In M. Bajic, N. B. Dohn, M. de Laat, P. Jandric, & T. Ryberg (Eds.), Proceedings of the 11th International Conference on Networked Learning 2018 (Vol. 11, pp. 455-464) http://www.networkedlearningconference.org.uk/abstracts/papers/mcconnell_59.pdf

Vancouver

Hodgson VE, McConnell D. The Epistemic Practice of Networked Learning. In Bajic M, Dohn NB, de Laat M, Jandric P, Ryberg T, editors, Proceedings of the 11th International Conference on Networked Learning 2018. Vol. 11. 2018. p. 455-464

Author

Hodgson, Vivien Elaine ; McConnell, David. / The Epistemic Practice of Networked Learning. Proceedings of the 11th International Conference on Networked Learning 2018. editor / M. Bajic ; N.B. Dohn ; M. de Laat ; P. Jandric ; T. Ryberg. Vol. 11 2018. pp. 455-464

Bibtex

@inproceedings{19506dc7e3cb47d59fb0270288cec215,
title = "The Epistemic Practice of Networked Learning",
abstract = "This paper has two aims; first to understand how networked learning has developed as a field and educational approach in the last 20 years; and second to consider the contribution the Networked Learning Conference has had to the development of the field. To achieve this we conducted a survey of people who have regularly presented or published papers from the Networked Learning Conference (NLC) since its inception in 1998. The purpose of the survey was to understand the role the conference has played for them in the development of their thinking and ideas over time, and what this means for the theory, pedagogy and practice of networked learning.In order to provide a context in which to examine respondents{\textquoteright} experiences of networked learning, we situate the paper in the current definition of the term. Since the first conference in 1998, the definition of networked learning has come to be defined as involving the key characteristics of learning community; connections; reflexivity; criticality; collaboration; and relational dialogue.Our survey involved sending an email to 30 NLC participants in which we asked them to respond to five questions about their experience of the conference. 21 responses were returned. In general, many people felt that networked learning gives a frame of reference where the conference enacts the values of networked learning as a research community. We thus argue in the paper that a closer examination of the NLC offers an interesting opportunity to re-evaluate key characteristics and values associated with networked learning, which informs us of networked learning as a social practice.To achieve this, we focus in depth on four areas that figured particularly strongly in the analysis and which we believe are worthy of further discussion. They are critical space, community, scholarship, and developing practice. We found there was a degree of overlap and interaction between these areas, and that together these four areas constitute key aspects to the way way the networked learning conference 'institutionalises' networked learning as a practical accomplishment.",
keywords = "Networked learning, Learning community , Criticality, Critical spaces, Epistemic practice ",
author = "Hodgson, {Vivien Elaine} and David McConnell",
year = "2018",
month = may,
day = "14",
language = "English",
volume = "11",
pages = "455--464",
editor = "M. Bajic and N.B. Dohn and {de Laat}, M. and Jandric, {P. } and Ryberg, {T. }",
booktitle = "Proceedings of the 11th International Conference on Networked Learning 2018",
note = "Eleventh International Conference on Networked Learning 2018 ; Conference date: 14-05-2018 Through 16-05-2018",
url = "https://www.networkedlearningconference.org.uk/",

}

RIS

TY - GEN

T1 - The Epistemic Practice of Networked Learning

AU - Hodgson, Vivien Elaine

AU - McConnell, David

PY - 2018/5/14

Y1 - 2018/5/14

N2 - This paper has two aims; first to understand how networked learning has developed as a field and educational approach in the last 20 years; and second to consider the contribution the Networked Learning Conference has had to the development of the field. To achieve this we conducted a survey of people who have regularly presented or published papers from the Networked Learning Conference (NLC) since its inception in 1998. The purpose of the survey was to understand the role the conference has played for them in the development of their thinking and ideas over time, and what this means for the theory, pedagogy and practice of networked learning.In order to provide a context in which to examine respondents’ experiences of networked learning, we situate the paper in the current definition of the term. Since the first conference in 1998, the definition of networked learning has come to be defined as involving the key characteristics of learning community; connections; reflexivity; criticality; collaboration; and relational dialogue.Our survey involved sending an email to 30 NLC participants in which we asked them to respond to five questions about their experience of the conference. 21 responses were returned. In general, many people felt that networked learning gives a frame of reference where the conference enacts the values of networked learning as a research community. We thus argue in the paper that a closer examination of the NLC offers an interesting opportunity to re-evaluate key characteristics and values associated with networked learning, which informs us of networked learning as a social practice.To achieve this, we focus in depth on four areas that figured particularly strongly in the analysis and which we believe are worthy of further discussion. They are critical space, community, scholarship, and developing practice. We found there was a degree of overlap and interaction between these areas, and that together these four areas constitute key aspects to the way way the networked learning conference 'institutionalises' networked learning as a practical accomplishment.

AB - This paper has two aims; first to understand how networked learning has developed as a field and educational approach in the last 20 years; and second to consider the contribution the Networked Learning Conference has had to the development of the field. To achieve this we conducted a survey of people who have regularly presented or published papers from the Networked Learning Conference (NLC) since its inception in 1998. The purpose of the survey was to understand the role the conference has played for them in the development of their thinking and ideas over time, and what this means for the theory, pedagogy and practice of networked learning.In order to provide a context in which to examine respondents’ experiences of networked learning, we situate the paper in the current definition of the term. Since the first conference in 1998, the definition of networked learning has come to be defined as involving the key characteristics of learning community; connections; reflexivity; criticality; collaboration; and relational dialogue.Our survey involved sending an email to 30 NLC participants in which we asked them to respond to five questions about their experience of the conference. 21 responses were returned. In general, many people felt that networked learning gives a frame of reference where the conference enacts the values of networked learning as a research community. We thus argue in the paper that a closer examination of the NLC offers an interesting opportunity to re-evaluate key characteristics and values associated with networked learning, which informs us of networked learning as a social practice.To achieve this, we focus in depth on four areas that figured particularly strongly in the analysis and which we believe are worthy of further discussion. They are critical space, community, scholarship, and developing practice. We found there was a degree of overlap and interaction between these areas, and that together these four areas constitute key aspects to the way way the networked learning conference 'institutionalises' networked learning as a practical accomplishment.

KW - Networked learning

KW - Learning community

KW - Criticality

KW - Critical spaces

KW - Epistemic practice

M3 - Conference contribution/Paper

VL - 11

SP - 455

EP - 464

BT - Proceedings of the 11th International Conference on Networked Learning 2018

A2 - Bajic, M.

A2 - Dohn, N.B.

A2 - de Laat, M.

A2 - Jandric, P.

A2 - Ryberg, T.

T2 - Eleventh International Conference on Networked Learning 2018

Y2 - 14 May 2018 through 16 May 2018

ER -