Networked Learning in, for, and with the World

Nørgård, Rikke Toft; Mor, Yishay; Bengtsen, Søren S. E.

doi:10.1007/978-3-030-18030-0_5

Cited by 24 publications

(20 citation statements)

References 13 publications

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“…Overall, post‐pandemic post‐digital learning environments pose opportunities for new forms of entangled and complex learning where institutions, society, learners, professionals and citizens enter into closer dialogue and partnerships with each other (Nørgård et al., 2019). The aim is to provide learners with new possibilities for lifelong learning through hybrid entanglements of time, space, people, structures and practices in the form of hybrid learning environments (Hilli et al., 2019; Zitter & Hoeve, 2012).…”

Section: Lifelong Learning In a Post‐pandemic Post‐digital Worldmentioning

confidence: 99%

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Theorising hybrid lifelong learning

Nørgård

2021

Brit J Educational Tech

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In the pre‐pandemic world learning was most often onsite, in‐person and co‐located. This was turned upside down during the pandemic where online suddenly became the ‘new normal’. To continue learning in a pandemic world, learning providers and institutions were required to rethink and reconfigure learning to more online and ‘pandemic‐friendly’ formats. In the aftermath of emergency teaching and learning, providers, developers and teachers are now looking ahead to contemplate its impact on the educational landscape. Here, the large‐scale, wide‐spread development and delivery of online, blended and hybrid learning formats might demarcate a turning point for education. However, hybridity, hybrid learning environments and hybrid learning carry with them particular conceptualisations, characteristics and frameworks we need to bear in mind when thinking about lifelong learning in a post‐pandemic world. This article is an effort to provide an operationalisation of theories for hybrid lifelong learning through asking: How can we understand the concepts of hybrids, hybridization and hybridity in order to take advantage of the potentials and opportunities these concepts hold when it comes to lifelong learning? And how can we apply this understanding to describe hybrid lifelong learning in ways that sets it apart from emergency teaching and learning as well as other similar formats such as online learning or parallel teaching? What is already known about this topic Hybrid learning environments is a central topic in the field, but it is not clear how we should think about this term. Hybrid learning has grown substantially in importance. Yet the field is still under‐theorised. Hybrid learning environments are challenging and under‐researched. The dissolution of dichotomies central in hybrid learning makes it more complex and less predictable. What this paper adds Theoretical groundwork is provided to circumvent the “common sense” understanding of hybridity in hybrid learning. Synthesises insights from a body of recent research on hybrid education and hybrid learning, reflecting the complexity added by the notion of hybridity to learning, learning environments and lifelong learning. A novel conception of hybridity that foregrounds the complexity, entanglement and dissolution of dichotomies as well as a more integrated and holistic theorisation of the assumptions and premises that underpin hybrid learning, based on existing theories and research. Implications for practice and/or policy More theoretically grounded accounts of hybridity, hybrid learning and hybrid learning environments provide richer explanations of these terms, and would benefit the field. The paper's theoretical perspective prompts some rethinking of how design for hybrid learning occurs, what it consists of and how it may be improved. Teachers who want to foster hybrid learning environments and hybrid lifelong learning should be aware of using an integrated theoretical approach when analysing or designing for situations where learning is hybridise...

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Section: Lifelong Learning In a Post‐pandemic Post‐digital Worldmentioning

confidence: 99%

“…One set of design patterns for hybrid networked learning and a learner is presented in Nørgård et al. (2019). Here, values, dimensions and hybrid environments work together to invite for networked learning in, for and with the world.…”

Section: Hybrid Lifelong Learningmentioning

confidence: 99%

Theorising hybrid lifelong learning

Nørgård

2021

Brit J Educational Tech

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“…This type of networked professional learning can be facilitated by MOOCs that connect learners to quality resources and learning partners [39,40]. Treating networks and connections as enablers of learning gives learning professionals more agency to shape their learning experiences in relation to the workplace [37,41]. By fostering connections that enable further learning, learning professionals are better able to cope with the increasing complexity of modern work and the constant changes with knowledge and practices in the workplace.…”

Section: Networked Professional Learning With Moocsmentioning

confidence: 99%

Teachers’ networked professional learning with MOOCs

et al. 2020

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Massive Open Online Courses (MOOCs) are used to support professional learning at scale in many countries. The present study examined a MOOC named Flipped Classrooms that was specially designed for in-service teachers in China. This MOOC was offered for seven consecutive iterations across three years and allowed teachers to re-take this course in connection with their teaching practice. Overall, 16% of all 105,370 learners enrolled in at least two iterations of the MOOC. To understand their learning motivations, their learning engagement within the MOOC, and the connections they forged between the MOOC and their teaching, we conducted a mixed-methods study using multiple data sources including course registration records, course entry surveys, learning performance data, click logs, and semi-structured interviews. Results indicated that teacher-learners re-took the MOOC for various reasons such as refreshing domain understanding, improving grades, and addressing practical problems. Click log analysis found MOOC re-takers with different performance trajectories demonstrated distinct learning patterns across iterations. Qualitative analysis of the interview data revealed additional insights into learning within the MOOC and connections forged by the re-takers between the MOOC and their teaching practice. This study contributes fresh insights into the MOOC literature by investigating MOOC re-takers and sheds light on the promise of using MOOC to support networked professional learning. Implications for future MOOCs and teacher learning opportunities are discussed.

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“…The first is that enrolling students in networked learning practices should help them build the capabilities they need to participate in searching for and constructing better ways of living. The second is that enrolling more teachers in networked learning practices should help transform the character of our educational institutions: bringing to life what Kathleen Fitzpatrick has described as ‘generous thinking’, strengthening connections between institutions and communities and helping realize what Ronald Barnett dubbed the ‘ecological university’ and what Raewyn Connell simply calls ‘The Good University’ (Fitzpatrick 2019 ; Nørgård, Mor, and Bengtsen 2019 ; Barnett 2018 ; Connell 2019 ).…”

Section: Definitions Of Networked Learningmentioning

confidence: 99%

Networked Learning: Inviting Redefinition

2020

Postdigit Sci Educ

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Table 1 Networked learning: intellectual foundations Socio-cultural accounts of learning and change, social constructivism, activity theory, and expansive learning Vygotsky, Engeström Critical pedagogy Freire, Giroux, McLaren, hooks, Negt Democratic education and experiential learning Dewey, Kolb Deschooling, learning webs, and convivial tools Illich, Alexander Adult learning, workplace learning, and professional development Knowles, Lindeman, Brookfield, Schön Humanistic psychology and student-centred learning Rogers Action research and action learning Lewin, Revans, Kemmis The German-Continental pedagogical tradition Humboldt, Klafki, Negt Problem-oriented project pedagogy (POPP) Illeris, Negt, Dewey, Freire Computer-mediated communications (CMC), online discussions Hiltz, Harasim Cooperative and collaborative learning; Computer-supported collaborative learning (CSCL)

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Networked Learning in, for, and with the World

Cited by 24 publications

References 13 publications

Theorising hybrid lifelong learning

Theorising hybrid lifelong learning

Teachers’ networked professional learning with MOOCs

Networked Learning: Inviting Redefinition

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