Lillian Buus

Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?

In this chapter, we pursue and discuss a number of pertinent questions raised in a recently published book on networked learning practices. In this book, the editors contrast a current trend towards personalisation and individualisation of learning with a focus on mutual interdependency and collaboration amongst networked learners, and ask which directions designers of networked learning should take. Related to this, they express concerns with notions of personal learning environments, asking whether these might erode collaborative or communal patterns of interaction and the commonality of experiences amongst students. We continue these discussions by critically examining recent ideas articulated by researchers promoting the notion of “connectivism,” as this concept has strong relations to the recent popularisation of web 2.0. Terms such as “connections,” “networks,” “sharing,” “learner-centric,” “collaboration,” “participation” seem to be shared between networked learning theory and connectivism. We argue, however, that there are subtle, but fundamental differences in how these terms are understood, which might have implications for pedagogical orchestrations of networked learning. In particular, we query into different understandings and values around the “interactional interdependencies” between people, and how we should orchestrate networked learning in higher education. In doing so, we provide examples from our own practice to discuss how we might address or dissolve dichotomies, such as between individualisation and collaboration, and how ideas from networked learning and connectivism can inform each other.

Introducing the Collaborative E-Learning Design Method (CoED)

Our aim in this chapter is to present the rationale and theoretical underpinnings of a particular method for learning design called CoED1 (Collaborative E-learning Design). The method was originally developed by Nyvang and Georgsen (2007) as part of the Learn@Work project, and has since been further developed in other projects we have engaged in as a research collective

From Website to Moodle in a Blended Learning Context

This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg Universitys IT-department in the Faculty of Social Science FSS and the E-Learning Cooperation Unit ELSA with the view to implement Moodle in FSS. The purpose of this cooperation was conceived from an organisational desire to establish a virtual learning environment VLE, where it was possible, to build activities and underpin the pedagogical approach. Another perspective was to further improve the communication between the administration, teachers and students. This paper will highlight the development process and some of the didactic considerations undertaken for the implementation. The evaluations undertaken during the process will also be presented, along with the results collected in the use of Moodle to highlight the educational changes.