Vivien Hodgson

Advances in Research on Networked Learning

Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Networked learning is an area which has great practical and theoretical importance. It is a rapidly growing area of educational practice, particularly in higher education and the corporate sector. This volume brings together some of the best research in the field, and uses it to signpost some directions for future work. The papers in this collection represent a major contribution to our collective sense of recent progress in research on networked learning. In addition, they serve to highlight some of the largest or most important gaps in our understanding of students perspectives on networked learning, patterns of interaction and online discourse, and the role of contextual factors. The range of topics and methods addressed in these papers attests to the vitality of this important field of work. More significant yet is the complex understanding of the field that they combine to create. In combination, they help explain some of the key relationships between teachers and learners intentions and experiences, the affordances of text-based communications technologies and processes of informed and intelligent educational change.

Networked learning a relational approach - weak and strong ties

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.

Consensus, difference and ‘multiple communities’ in networked learning

The article reviews the popularity in networked learning designs for values of collaboration, and in particular, of community. Examples of this are drawn from the networked learning literature, highlighting corresponding arguments for networked learning providing the basis for a more democratic ethos within higher educational programmes. The authors critique the notion of ‘community’, especially its association with consensus and pressures to conform. They argue for an interpretation of community which would be more likely to take account of differences, without suppressing or ‘managing’ them, and cite examples of network learning structures which seem to be based on principles more sympathetic to this aim.

Researching networked management learning

After a review of the dominant approaches that have been used to research networked learning, the article focuses on research that has been reported in the management education and learning literature over the period 1999–2002. The authors argue that, to date, despite the rising importance of networked management learning, it is a topic that has not received sufficient attention in the management education research literature. In addition, the methods and approaches used to research networked learning in the management education and learning field have arguably not been consistent with the educational principles and ideas supposedly associated with networked learning. The article concludes by suggesting possible fruitful agendas and approaches for future research and studies of networked management learning.

The European Union and E-Learning: An Examination of Rhetoric, Theory and Practice.

The paper examines the impact that new technology has had upon the rhetoric, theory and practice of trans-national educational collaboration within Europe. The paper first looks very generally at the way e-learning has become a strong part of the educational rhetoric of the EU. Some of the different models found in the literature for describing online courses and teaching and learning approaches used within distance education are then described. These models, however, for the most part apply to courses that are offered by single generally specialist distance education providers. In contrast, the ODL/Minerva projects supported by the European Commissions Socrates programme are relatively unusual in that they have as a starting point a consortium of trans-national partners engaged in a common educational venture. Consequently, the second part of the looks at some of the models generated within the ODL action. This is followed by descriptions of the work of three ODL projects, each of which differ in orientation and approach. It is argued that the dimensions on which the three projects most significantly differ are not so much according to the models already described in the first part of the paper but is more related to their assumptions about how comparative knowledge is viewed and the kind of discourse from which knowledge and learning is generated and the dialogical practices used to support this.

Dialogue, language and identity: critical issues for networked management learning

This paper draws on the work of Mikhail Bakhtin and Norman Fairclough to show how dialogue is central to the construction of identity in networked management learning. The paper is based on a case study of a networked management learning course in higher education and attempts to illustrate how participants negotiate issues of difference, inclusivity and belonging through relational dialogue.

Networked Learning: A Brief History and New Trends

This chapter looks at the history, meaning and development of networked learning and how it has developed in both the UK and Denmark, as well as in other parts of Europe and the USA. Networked learning is an approach that takes a critical and inquiring perspective, and focuses on the potential of information and communication technology to support connections and collaboration. The chapter examines how networked learning has largely been influenced by an understanding of developments in technology to support learning alongside thinking stemming from the traditions of open learning and other radical pedagogies. The philosophical and pedagogical roots of networked learning are explained, and the development of the Networked Learning Conference is outlined, indicating its pivotal position in our understanding of this form of learning and teaching. The impact on networked learning of Web 2.0 is also examined, showing how it may provide the support for a shift in learning infrastructure and bring networked learning out of the research lab and into practice, providing many different learning designs. The conclusion is that the various scholars and practices associated with networked learning have an identifiable educational philosophy. The chapter also provides a brief summary of the overall structure of the book

The Theory, Practice and Pedagogy of Networked Learning

This chapter draws on the different chapters in this book in an attempt to address four key questions that are important in taking us forward in our understanding of the nature and purpose of networked learning. The ontological and epistemological foundations of networked learning are critically examined. It is argued that networked learning comes from an ontological position that assumes an understanding and view of the world, including learning and teaching that is socio-culturally influenced and constructed. We identify, e-quality, inclusion, critical reflexivity and relational dialogue as key theoretical perspectives and values associated with the pedagogical and socio-technical design of networked learning. Equally important to us, however, is the nature of meaning and understanding of knowledge and of the world that is constructed and how it contributes to the wellbeing of society and the world in which we live. Networked learning places a high value on cooperation and collaboration in the learning process; self-determination; difference; trust; investment of self in the networked learning process; and the role technology plays in connecting and mediating. The popularisation of Web 2.0 practices and technologies has revitalised these educational terms. However, the chapter indicates that an institutional and managerial commitment is required in order for networked learning to become widely accepted in institutions. Our point of view on networked learning is a relational and transformative one, which is equally shaped by the underlying theoretical educational perspective and values with which we approach the pedagogical and the socio-technical design of learning. Learners have agency, and learning is mediated through socio-technical learning infrastructures, pedagogical principles and organisational cultures. The chapter provides new insights building on a relational perspective between agency and structure.

Computer Conferencing: A New Medium for Investigating Issues in Gender and Learning

Claims have been made that computer mediated communication (CMC) is a potentially highly participatory and democratic medium because it reduces the requirement to interrupt or wait your turn to speak. Such aspects of discussion have been shown to be relevant to differences in male and female participation in group discussions. In general, men have been found to take more turns and to speak longer than women in mixed sex groups. Men are also said to characteristically speak about “things”, take centre stage and give opinions. Women on the other hand are more likely to emphasis people rather than things, and to build and maintain relations in the way they talk. These two styles have been described as “report talk” of men and “rapport talk” of women.In this paper we describe some preliminary findings on the impact of using CMC and its effect on traditional gender participation differences. We look first at turn taking by men and women in computer conferences, and then how women in particular experience differences in the kind of contributions made to the conferences by men and women. Finally, we look at the actual contributions made by men and women and the extent they differ from each other.

Designing for Learning in Coupled Contexts

The chapters in this volume explore new and innovative ways of thinking about the nature of networked learning and its pedagogical values and beliefs. They pose a challenge to us to reflect on what we thought networked learning was 15 year ago, where it is today and where it is likely to be headed.