.- Introduction - Researching Design, Experience and Practice of Networked Learning: an Overview.- Implications for Networked Learning of the 'Practice' Side of Social Practice Theories - a Tacit-knowledge Perspective.- Designing for Learning in Coupled Contexts.- Making the Right Connections: Implementing the Objects of Practice into a Network for Learning.- Teachers' Use of Learning Technology in a South-Asian context.- Here be Dragons: Approaching Difficult Group Issues in Networked Learning.- Understanding Emerging Knowledge Spillovers in Small-group Learning Settings; a Networked Learning Perspective.- Changing the Rules of the Game - Using Blogs for Online Discussions in Higher Education.- Blended Problem-Based Learning: Designing Collaboration Opportunities for Unguided Group Research Through the Use of Web 2.0 tools.- Online Learning Communities for Teachers' Continuous Professional Development: An Action Research Study of eTwinning Learning Events.- Analysing Learning Ties to Stimulate Continuous Professional Development in the Workplace.- Learning Through Network Interaction: The Potential of Ego-Networks.- Mobile Learning and Immutable Mobiles: Using iPhones to Support Informal Learning in Craft Brewing.
About the Author: Vivien Hodgson is Professor of Networked Management Learning in the Department of Management Learning and Leadership at Lancaster University Management School, UK and visiting Chair at E-Learning Lab, Aalborg University, Denmark. Vivien has coordinated and participated in many 'e-learning' research projects in both Europe and Latin America. She has written extensively in international journals on open and collaborative approaches to learning and the importance of dialogue and critical reflection in the design and process of networked learning.
She is the co-editor of the new Springer book series on networked learning and recently stood down as one of the founding co-chair of the international bi-annual conference series 'Networked Learning' She is on the editorial board of several journals and on the Steering Committee of SOLAR (Society for Learning Analytics Research). From 1995 and 1998 she was seconded to the Socrates programme of the European Commission in Brussels where she was responsible for the Open and Distance Learning (Minerva) Action
Maarten de Laat is full Professor at the Open Universiteit of the Netherlands. He is director of the Social and Networked Learning research programme, which concentrates on exploring social learning strategies and networked learning relationships that facilitate professional development in the workplace. His research is focused on informal learning in the workplace, lifelong learning, professional development and knowledge creation through (online) social networks and communities and the impact technology, learning analytics and social design has on the way these networks and communities work, learn and create value. He has published and presented his work extensively in research journals, books and conferences. He is co-chair of the international Networked Learning Conference as well as co-chair of the minitrack Social Media & Learning at the HICSS conference. Maarten is also a member of the steering committee of SoLAR (Society for Learning Analytics Research).
David McConnell is a researcher and practitioner in networked learning. He has written extensively on teaching, learning and assessment in higher education and has published over 80 papers in refereed journals and co-authored several books. His monographs Implementing Computer Supported Cooperative Learning (Kogan Page, 2nd edition 2000), and E-Learning Groups and Communities (Maidenhead, SRHE/OU Press 2006) received enthusiastic acclaim. David has participated in a wide variety of internationally funded research projects concerned with e-community developments, intercultural Sino-UK pedagogy and networked collaborative learning. He was the founder and co-chair of the Networked Learning Conference series and is the co-editor of the Springer Book Series on Researching Networked Learning. David has held professorial posts at the universities of Sheffield, Open, Lancaster and Glasgow Caledonian, and is currently Associate Professor and Director of Programs in the Teaching and learning Centre, University of Canberra Australia.
Thomas Ryberg is Professor mso in the Department of Communication and Psychology at Aalborg University (AAU), Denmark. He is part of the research centre: "E-learning lab - Center for User Driven Innovation, Learning and Design" (www.ell.aau.dk). His primary research interests are within the fields of Networked Learning, Problem Based Learning (PBL), Computer Supported Collaborative Learning (CSCL) and Technology Enhanced Learning (TEL). He is co-chair of the International Networked Learning Conference and member of the Aalborg PBL Academy Management Board. He has participated in European and international research projects and networks (EQUEL, Kaledioscope, COMBLE, PlaceMe, EATrain2), and in development projects in South East Asia and Latin America (VISCA, VO@NET, ELAC). 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.
