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.

Offers an in-depth discussion of sustainable networked learning Holds a reflective stance to pedagogical use of technology Provides case studies of networked learning designs for transformative learning

Autorentext
Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Media, Design, Education and Cognition, Head of Centre for Learning Computational Thinking, and Chair of 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 Research in Networked Learning book series. She has a track record of publication in high-profiled international journals and books. 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.

Jimmy Jaldemark is an Associate Professor at theDepartment of Education, Mid Sweden University, Sundsvall, Sweden. His research interest concerns collaborative, lifelong, mobile, networked and technology-enhanced aspects of learning and is usually applied in settings of higher education or professional development. He is a co-founder of a national research school called GRADE (GRAduate school for Digital technologies in Education). He is a member of the Center for research on Economic Relations, Mid Sweden University.

Lena-Maria Öberg is an Associate Professor in Information Systems at the Department of Communication, Quality Management and Information Systems at Mid Sweden University. She is active in the Software Engineering and Software Engineering Education research group and she has a track record of publications in international journals and conferences. Her main research interests are; technology enhanced learning, collaborative learning, learning analytics and digitalization of higher education.

Marcia Håkansson Lindqvist holds a PhD in Education, Learning and Information and Communication Technology (ICT). As an associate professor, her research interests involve teaching, learning, and leading with digital technologies, One to One (1:1), and Technology Enhanced Learning (TEL) as well as the practical implications of teaching and learning with technology in practice and school development. At present, she is a senior lecturer, distinguished for teaching excellence, at the Department of Education at Mid Sweden University, Campus Sundsvall. Her teaching responsibilities are found in the Swedish National Principal Training Programme, The Collaboration for Best School (SBS) and teacher education. Other projects involve Teacher Shortage, Work-integrated Learning and Reflection as a tool for learning.

Thomas Ryberg is Professor of PBL and digital learning and Director of Institute for Advanced Study in PBL (IAS PBL). His primary research interests arewithin 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 co-editor of the Springer book series `Research in Networked Learning'. 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). He was recently engaged in the PBL future project which is developing new directions for PBL in a digital age.

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 tostudy

Inhalt

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.