Research, Boundaries, and Policy in Networked Learning

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. 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. Sin Bayne is a Professor of Digital Education in the School of Education, based in the Digital Cultures and Education research group at the University of Edinburgh. She has been widely published in a variety of peer reviewed journals, such as Research in Learning Technology and E-Learning, and has edited and contributed to several books. Maarten de Laat is full Professor at the Open Universiteit ofthe 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. He has published and presented his work extensively in research journals, books and conferences. Christine Sinclair is a lecturer in Digital Education at the University of Edinburgh. She has published and presented numerous papers in both journals such as TechTrends and books like Exploring the Theory, Pedagogy, and Practice of Networked Learning published by Springer. Her research interests include the experience of being a student in a variety of fields and online education.

Introduction.- Learning from a Deceptively Spacious Policy Discourse.- Policy networks, database pedagogies, and the new spaces of algorithmic governance in education.- The politics of networked learning in an age of austerity.- It's not all about the learner: a sociomaterial reframing of students' digital literacy practices.- Design for networked learning: framing relations between participants' activities and the physical setting.- Lost in transition?: Making sense of space: time configurations across workplace and educational boundaries.- A practice-grounded approach to 'engagement' and 'motivation' in networked learning.- Research methods are made by questioning: the post-disciplinary challenge of networked learning.- Mobile learning field activity: Pedagogy of simultaneity to support learning in the open.- Conclusion.