ForewordIntroductionAbout the AuthorsChapter 1. The ties that bind us: a qualitative analysis of the networked learning researchBy Murat Oztok, Lancaster University, UKPart 1. Professional learningChapter 2. From design thinking to design doing: Experiences from an academic staff development programme for blended course designDaniela Gachago, Izak Van Zyl, Jolanda Morkel, Eunice Ivala. All: Cape Peninsula University ofTechnology, South AfricaChapter 3. ICT-based boundary crossing in dual VET - Development of a design matrix Marianne Riis, University College Absalon, Denmark; and Anna Brodersen, University CollegeCopenhagen, DenmarkChapter 4. No size fits all: Design considerations for networked professional development in higher educationNicola Pallitt, Rhodes University, South Africa; Daniela Gachago, Cape Peninsula University ofTechnology, South Africa; and Maha Bali, American University in Cairo, EgyptPart 2: Learning networks' development and use of digital resourcesChapter 5. Developing collaborative design spaces for teachers' networked learningMorten Winther Bülow and Rikke Toft Nørgaard. Both: Aarhus University, Denmark Chapter 6. Building digital literacy through exploration and curation of emerging technologies: Anetworked learning collaborative Ann Hill Duin, University of Minnesota, USA; Isabel Pedersen, Ontario Tech University, Canada; and Jason Tham, Texas Tech University, USAChapter 7. It's your turn! Supporting social change through networked learning and game playingLucila Carvalho, Massey University, NZ; Pippa Yeoman, University of Sydney, Australia, Júlia Carvalho, Fast Food da Política, BrazilPart 3: Innovating Networked LearningChapter 8. A window on student views of a networked practice inquiry approachMaria Cutajar, University of Malta Chapter 9. The blockchain university: disrupting 'disruption'?Petar Jandric, Zagreb University of Applied Sciences, Croatia & University of Wolverhampton, UK; and Sarah Hayes, University of Wolverhampton, UKChapter 10. A more-than-human approach to researching AI at work: Alternative narratives for AI and networked learningTerrie Lynn Thompson & Bruce Graham. Both: University of Stirling, UK Chapter 11. Exploring enactivism as a networked learning paradigm for the use of digital learningplatformsMagda Pischetola, IT University, Denmark; and Lone Dirckinck-Holmfeld, Aalborg University Chapter 12. A framework for the analysis of personal learning networks Nicholas S.R. Fair, University of Southhampton, UK Chapter 13. Conclusion: Conceptualizing and innovating education and work with networked learningNina Bonderup Dohn, Jens Jørgen Hansen, Stig Børsen Hansen, Thomas Ryberg, Maarten de LaatIndex
About the Author:

Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Design and Communication, Head of Centre for Learning Computational Thinking, and Senior Fellow at Danish Institute of Advanced Study, University of Southern Denmark. She holds a PhD in Learning Theory and a Higher Doctorate Degree in Applied Philosophy. She is a member of the Steering Committee of the International Networked Learning Conference and editor of the Springer book series. She currently holds a research grant from Independent Research Fund Denmark for the project Designing for situated computational thinking with computational things. Her main research areas integrate epistemology, learning sciences, web communication, and technology-mediated learning, focusing on the role of tacit knowledge.

Jens Jørgen Hansen is an Associate Professor in Knowledge Communication at the University of Southern Denmark. He holds a PhD in educational technology and digitalization. His research areas integrate digital literacy, academic literacy, educational technology and learning sciences with a focus on pedagogical communication.

Stig Børsen Hansen is an Associate Professor at the Department of Design and Communication. He holds a PhD in philosophy from Leeds and his primary research interests are theories of learning and philosophy of technology. He is affiliated with the Center for Learning Computational thinking and Center for Culture and Technology at the University of Southern Denmark.

Thomas Ryberg is Professor of PBL and digital learning in the Department of Planning at Aalborg University (AAU), Denmark. He is part of the "Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the auspices of UNESCO". His primary research interests are within the fields of Networked Learning and Problem Based Learning (PBL). In particular, he is interested in Problem Based Learning, and how new media and technologies transform our ways of thinking about and designing for Networked and Hybrid Learning. He is co-chair of the International Networked Learning Conference and editor of the Springer book series. He has participated in European and international research projects and networks (EQUEL, Kaledioscope, COMBLE, PlaceMe, EATrain2, ODEdu), and in development projects in South East Asia and Latin America (VISCA, VO@NET, ELAC). Currently, he is engaged in the PBL future project which is developing new directions for PBL in a digital future.

Maarten de Laat is Professor and Director at the Centre for Change and Complexity in Learning (C3L), University of South Australia. His research focuses on learning and value creation in social networks. He uses practice-based research methodologies to study the impact technology, AI, learning analytics and social design has on the way social networks and communities work, learn and innovate. Maarten is co-chair of the international Networked Learning Conference and editor of the Springer book series on Research in Networked Learning.