This book develops selected papers from the 14 th International Networked Learning Conference (NLC) 2024 hosted by the University of Malta. It explores the evolving role of networked learning in fostering pedagogies of hope, addressing current challenges like AI in education while imagining new futures. Section 1, Imaginaries in Networked Learning , examines postdigital citizenship, waste stories, and decolonial approaches. Section 2, Crossing Contexts with Networked Learning , highlights how social media, situated readiness, and digital craftsmanship expand learning environments. Section 3, Using AI in Networked Learning , explores AI's role in teaching from posthuman and multicultural leadership perspectives. Section 4, Experience and agency in Networked Learning , reflects on augmented reality and educators' lived experiences during crises. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference. This book will be of particular interest to educators and education researchers.

Discusses in-depth a conceptualization of networked learning as a pedagogy of hope Explores nuanced perspectives on the integration of AI in teaching and learning education Provides case studies of networked learning designs that sustain pedagogies of hope

Autorentext

Nina Bonderup Dohn is Professor of learning and IT at the University of Southern Denmark. She heads the Centre for Learning Computational Thinking and chairs the Danish Institute of Advanced Study. She holds a Ph.D. in learning theory and a higher doctorate in applied philosophy. She is on the Steering Committee of the International Networked Learning Conference and Editor of the Springer Research in Networked Learning Series.

Maria Cutajar is Senior Lecturer at the University of Malta, Faculty of Education. She earned her Ph.D. in e-research and technology-enhanced learning from Lancaster University. She coordinates the Masters in Open and Networked Higher Education and chairs the Masters in Teaching and Learning (MTL) Dissertations Committee, focusing on adult education and digital learning.

Carmel Borg is Associate Professor at the University of Malta, specializing in curriculum studies, critical pedagogy, and adult education. His research explores education, democracy, and social equity. He edits several academic journals and promotes critical literacy and inclusive education through his scholarly and community work.

Thomas Ryberg is Professor of Problem-Based Learning and Digital Learning at Aalborg University, Denmark, and Director of the Institute for Advanced Study in Problem Based Learning. His research focuses on networked learning and problem-based learning. He co-chairs the Networked Learning Conference and co-edits the Springer Research in Networked Learning series.

Maarten de Laat is Professor of augmented and networked learning at the University of South Australia and Director of C3L. His research explores learning in social networks using practice-based methods. He studies how technology, AI, and learning analytics shape innovation and collaboration in communities and education.

Inhalt

Introduction.- Opening a networked learning dialogue on postdigital citizen science and humanities.- Waste Stories: Networking Imaginaries.- Postcolonial Entry Points into Networked Learning.- University Students, Social Media, and Purposeful Use: Networked Knowledge Activities Across Contexts.- Traversing Situations and Contexts in Networked Learning: The Role of Situated Readiness in Business Education.- Minecrafters: An educational model for developing collaboration.- From Craftsmanship to Connectivity: Exploring Networked Learning in a Contemporary Corporate Apprenticeship Program in the United States.- A University's Digital Master Plan Designed for Sustainable Networked Learning.- Orchestrating Good Educational Relationships With(in) Automated Teaching: A Posthuman Perspective.- Technology and AI's role in multicultural and digital leadership.- Beyond the Comfort Zone: An Autoethnographic Study of Implementing Augmented Reality in Vocational Education.- Timescapes when everything happens all at once: Educator temporalities in an unequal crisis.- Emergent themes for Networked Learning as a pedagogy of hope.