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Sustainable networked learning = ind...

Dohn, Nina Bonderup.

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Sustainable networked learning = individual, sociological and design perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Sustainable networked learning/ edited by Nina Bonderup Dohn ... [et al.].
Reminder of title:	individual, sociological and design perspectives /
other author:	Dohn, Nina Bonderup.
Published:	Cham :Springer Nature Switzerland : : 2023.,
Description:	xv, 283 p. :ill., digital ;24 cm.
[NT 15003449]:	Introduction -- Part 1: Data and datafication -- Chapter 1: Reconfiguring surveillance futures for higher education using speculative data stories -- Chapter 2: Networked learning in a post digital-biodigital age -- Chapter 3: Open is not enough: designing for a networked data commons -- Chapter 4: Tipping the canoe: What can be learned from a postdigital analysis of augmented and virtual reality in networked learning? -- Part 2: Sustainable learning design -- Chapter 5: Sustainable Learning Design: a case study of eight undergraduate science module interventions -- Chapter 6: The future of presence in online education, a speculative design approach -- Chapter 7: Strategies of revision between design-based interventions: the case of a hybrid learning configuration -- Chapter 8: How to design for the materialisation of networked learning spaces: A cross-case analysis -- Part 3: Sociological perspective on Networked Learning -- Chapter 9: Transformative Networked Learning: An expanded design framework for individual, group, and social perspective transformations -- Chapter 10: The Mode 3 Networked University and design: A new materialist perspective -- Chapter 11: Framing networked learning -- Part 4: Networked learning in times of lockdown -- Chapter 12: Emerging rhizomatic networks and new ways of connectivity -- Chapter 13: University teachers' perceptions of Networked Learning during the Emergency-Remote-Teaching period: A phenomenographically-informed inquiry -- Part 5: Conclusion -- Chapter 14: Emerging themes in sustainable networked learning.
Contained By:	Springer Nature eBook
Subject:	Educational technology. -
Online resource:	https://doi.org/10.1007/978-3-031-42718-3
ISBN:	9783031427183

Sustainable networked learning = individual, sociological and design perspectives /
Sustainable networked learningindividual, sociological and design perspectives /[electronic resource] :edited by Nina Bonderup Dohn ... [et al.]. - Cham :Springer Nature Switzerland :2023. - xv, 283 p. :ill., digital ;24 cm. - Research in networked learning,2570-4532. - Research in networked learning..

Introduction -- Part 1: Data and datafication -- Chapter 1: Reconfiguring surveillance futures for higher education using speculative data stories -- Chapter 2: Networked learning in a post digital-biodigital age -- Chapter 3: Open is not enough: designing for a networked data commons -- Chapter 4: Tipping the canoe: What can be learned from a postdigital analysis of augmented and virtual reality in networked learning? -- Part 2: Sustainable learning design -- Chapter 5: Sustainable Learning Design: a case study of eight undergraduate science module interventions -- Chapter 6: The future of presence in online education, a speculative design approach -- Chapter 7: Strategies of revision between design-based interventions: the case of a hybrid learning configuration -- Chapter 8: How to design for the materialisation of networked learning spaces: A cross-case analysis -- Part 3: Sociological perspective on Networked Learning -- Chapter 9: Transformative Networked Learning: An expanded design framework for individual, group, and social perspective transformations -- Chapter 10: The Mode 3 Networked University and design: A new materialist perspective -- Chapter 11: Framing networked learning -- Part 4: Networked learning in times of lockdown -- Chapter 12: Emerging rhizomatic networks and new ways of connectivity -- Chapter 13: University teachers' perceptions of Networked Learning during the Emergency-Remote-Teaching period: A phenomenographically-informed inquiry -- Part 5: Conclusion -- Chapter 14: Emerging themes in sustainable networked learning.

This book provides cutting-edge research on networked learning, focusing on issues of sustainability in design for learning, data use, and networked learning connections. It contributes novel theoretical perspectives on networked learning, its role in society and potential for sustainable learning design. It further contributes a set of exemplary empirical cases - exemplary in terms of their innovative learning designs, pedagogical use of technology in connecting learners, and/or critical reflections on implications of utilizing different technologies to support learning. The book is organized into four main sections: 1) Data and datafication, 2) Sustainable learning design, 3) Sociological perspectives on Networked Learning, and 4) Networked learning in times of lockdown. Concluding the book is a final chapter which points to emerging issues within the field of networked learning, based on discussion of perspectives from the chapters The book's focus on the nature of learning and technology-mediated interactions makes it of prime significance to researchers and practitioners in the field of technology-supported teaching and learning.

ISBN: 9783031427183

Standard No.: 10.1007/978-3-031-42718-3doiSubjects--Topical Terms:

517670
Educational technology.

LC Class. No.: LB1028.3

Dewey Class. No.: 371.334

Sustainable networked learning = individual, sociological and design perspectives /
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505 0 $a Introduction -- Part 1: Data and datafication -- Chapter 1: Reconfiguring surveillance futures for higher education using speculative data stories -- Chapter 2: Networked learning in a post digital-biodigital age -- Chapter 3: Open is not enough: designing for a networked data commons -- Chapter 4: Tipping the canoe: What can be learned from a postdigital analysis of augmented and virtual reality in networked learning? -- Part 2: Sustainable learning design -- Chapter 5: Sustainable Learning Design: a case study of eight undergraduate science module interventions -- Chapter 6: The future of presence in online education, a speculative design approach -- Chapter 7: Strategies of revision between design-based interventions: the case of a hybrid learning configuration -- Chapter 8: How to design for the materialisation of networked learning spaces: A cross-case analysis -- Part 3: Sociological perspective on Networked Learning -- Chapter 9: Transformative Networked Learning: An expanded design framework for individual, group, and social perspective transformations -- Chapter 10: The Mode 3 Networked University and design: A new materialist perspective -- Chapter 11: Framing networked learning -- Part 4: Networked learning in times of lockdown -- Chapter 12: Emerging rhizomatic networks and new ways of connectivity -- Chapter 13: University teachers' perceptions of Networked Learning during the Emergency-Remote-Teaching period: A phenomenographically-informed inquiry -- Part 5: Conclusion -- Chapter 14: Emerging themes in sustainable networked learning.
520 $a This book provides cutting-edge research on networked learning, focusing on issues of sustainability in design for learning, data use, and networked learning connections. It contributes novel theoretical perspectives on networked learning, its role in society and potential for sustainable learning design. It further contributes a set of exemplary empirical cases - exemplary in terms of their innovative learning designs, pedagogical use of technology in connecting learners, and/or critical reflections on implications of utilizing different technologies to support learning. The book is organized into four main sections: 1) Data and datafication, 2) Sustainable learning design, 3) Sociological perspectives on Networked Learning, and 4) Networked learning in times of lockdown. Concluding the book is a final chapter which points to emerging issues within the field of networked learning, based on discussion of perspectives from the chapters The book's focus on the nature of learning and technology-mediated interactions makes it of prime significance to researchers and practitioners in the field of technology-supported teaching and learning.
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