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Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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TY - CHAP
T1 - Transformative Networked Learning
T2 - An Expanded Design Framework for Individual, Group, and Social Perspective Transformations
AU - Lee, Kyungmee
AU - Bligh, Brett
PY - 2023/10/18
Y1 - 2023/10/18
N2 - There has been the growing effort within a research community of networked learning (NL) to re-define the notion of NL. Contributing to such a collective effort, the authors argue that there is a significant distance between the community’s political aspirations and everyday practices—subsequently, the com-munity has exclusively focused on the “network” part of NL while neglecting the “learning” part. The chapter demonstrates how the NL theory and associated design principles have failed to translate the criticality of macro-level critiques into micro-level design practices. To address this issue, the authors propose an expanded design framework for transformative NL, consisting of three levels of interconnected NL communities: (i) internal NL communities in online courses that aim to transform individual students’ perspectives, (ii) external NL communities in students’ real-life contexts that aim to transform group practice, and (iii) social NL communities in broader contexts that aim to transform social perspectives. Thus, the emphasis of transformative NL design should not be restricted to facilitating learner interactions and knowledge acquisition inside an online course but expanded to helping learners’ holistic development and leading to meaningful changes in their lives outside the course. The authors conclude the chapter by drafting new transformative NL design principles.
AB - There has been the growing effort within a research community of networked learning (NL) to re-define the notion of NL. Contributing to such a collective effort, the authors argue that there is a significant distance between the community’s political aspirations and everyday practices—subsequently, the com-munity has exclusively focused on the “network” part of NL while neglecting the “learning” part. The chapter demonstrates how the NL theory and associated design principles have failed to translate the criticality of macro-level critiques into micro-level design practices. To address this issue, the authors propose an expanded design framework for transformative NL, consisting of three levels of interconnected NL communities: (i) internal NL communities in online courses that aim to transform individual students’ perspectives, (ii) external NL communities in students’ real-life contexts that aim to transform group practice, and (iii) social NL communities in broader contexts that aim to transform social perspectives. Thus, the emphasis of transformative NL design should not be restricted to facilitating learner interactions and knowledge acquisition inside an online course but expanded to helping learners’ holistic development and leading to meaningful changes in their lives outside the course. The authors conclude the chapter by drafting new transformative NL design principles.
U2 - 10.1007/978-3-031-42718-3_10
DO - 10.1007/978-3-031-42718-3_10
M3 - Chapter
SN - 9783031427176
T3 - Research in Networked Learning
SP - 169
EP - 187
BT - Sustainable Networked Learning
A2 - Bonderup Dohn, Nina
A2 - Jaldemark, Jimmy
A2 - Öberg, Lena-Maria
A2 - Håkansson Lindqvist, Marcia
A2 - Ryberg, Thomas
A2 - de Laat, Maarten
PB - Springer
CY - Cham
ER -