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The Future of Ubiquitous LearningDesign for Networked Learning

The Future of Ubiquitous Learning: Design for Networked Learning [This chapter discusses guidelines for networked learning. First, a few definitions are analyzed and it is concluded that networks are essentially different than communities, although the former will contain the latter. Then, the notion of learning design is examined, resulting in the conclusion that the distinction of Carvalho and Goodyear between epistemic, social, and set design should guide the design of networked learning. Each of these design aspects is then scrutinized. After analysis of pertinent metaphors of learning, epistemic design turns out to be subject to the maxim that learning networks cannot be designed, only designed for. With this as a limiting perspective, guidelines for the social design of learning networks are derived, in which the notion of an ad hoc transient communities plays a key role. In the context of the set design, examples of tools for social interaction support, navigation support, and (formative) assessment support are inventoried. Together, the results of the analysis of epistemic design, the guidelines for social design, and the inventory of tools for set design provide a valuable if still growing toolkit to the designer of learning networks.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

The Future of Ubiquitous LearningDesign for Networked Learning

Editors: Gros, Begoña; Kinshuk, ; Maina, Marcelo

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References (61)

Publisher
Springer Berlin Heidelberg
Copyright
© Springer-Verlag Berlin Heidelberg 2016
ISBN
978-3-662-47723-6
Pages
41 –58
DOI
10.1007/978-3-662-47724-3_3
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter discusses guidelines for networked learning. First, a few definitions are analyzed and it is concluded that networks are essentially different than communities, although the former will contain the latter. Then, the notion of learning design is examined, resulting in the conclusion that the distinction of Carvalho and Goodyear between epistemic, social, and set design should guide the design of networked learning. Each of these design aspects is then scrutinized. After analysis of pertinent metaphors of learning, epistemic design turns out to be subject to the maxim that learning networks cannot be designed, only designed for. With this as a limiting perspective, guidelines for the social design of learning networks are derived, in which the notion of an ad hoc transient communities plays a key role. In the context of the set design, examples of tools for social interaction support, navigation support, and (formative) assessment support are inventoried. Together, the results of the analysis of epistemic design, the guidelines for social design, and the inventory of tools for set design provide a valuable if still growing toolkit to the designer of learning networks.]

Published: Jul 29, 2015

Keywords: Networked learning; Learning network; Learning design; Social design; Epistemic design; Set design; Ad hoc transient community; Design of; Design for

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