Learning Networks

Uso de uma Mídia Social como Ambiente Virtual de Aprendizagem

by Silvia Dotta

This paper presents a study of social media as virtual collaborative
learning environment. In order to... more This paper presents a study of social media as virtual collaborative
learning environment. In order to investigate if its application could raise or
motivate collaboration in learning activities, a social media has been created,
in which students of two college classrooms developed some pieces of
homework. A third (control) group performed the same activities, but in a
virtual learning environment. In the end, it was possible to identity the ways
students appropriate the virtual environment and assume that interface
features could be responsible for encouraging collaboration encouragement.

The Library School: empowering the sustainable innovation capacity of new librarians

by Steven Verjans

M.E. Bitter-Rijpkema, S. Verjans, R. Bruijnzeels, "The Library School: empowering the sustainable innovation capacity of new librarians", Library Management, Vol. 33 Iss: 1/2, pp.36 - 49

Purpose – Dramatic changes in the role and position of public libraries require a fundamental reconsideration of... more Purpose – Dramatic changes in the role and position of public libraries require a fundamental reconsideration of professional development programs for library professionals. This paper seeks to address this issue.

Design/methodology/approach – This Dutch case study describes an innovative academic professional learning programme and its development through a process of intensive stakeholder consultation and co-creation.

Findings – Market analysis and stakeholder consultation revealed that traditional professional development programs are not sufficient, and that an innovative learning approach is needed to accommodate professionals in the current disruptive context. Through intensive co-creation between academics and library stakeholders, a learning approach was developed that combines workplace learning, networked learning and distance learning with intensive inspirational face-to-face sessions, merging formal and informal learning. A first batch of professionals has just started the programme that centres around four main themes that deal with the current challenges for public libraries: changes in society, culture, organisation and technology. Each theme is integrated into the main learning stream of collectively developing new librarianship.

Practical implications – The Library School learning approach is expected to be suitable for many sectors that deal with continuous professional development.

Social implications – Society in the twenty-first century requires innovative approaches to continuous professional development. Close collaboration between universities and professional stakeholders can lead to sector-wide commitment and thus create added value for all parties involved and for society as a whole.

Originality/value – A co-creative development process has led to an innovative learning approach for continuous professional development. This paper is of value to professional development departments, learning providers and human resource managers.

Reciprocal influences between local community and employment integration

by Stefano Bonometti

By analyzing the transformation of the work we can define new categories to articulate the
current world of work.... more By analyzing the transformation of the work we can define new categories to articulate the
current world of work. The inclusion of strangers in the world of work is affected by this change
highlighting the mutual influence between job opportunities and the network social context. The
reception, job placement and career development of immigrants are associated with the launch of
local learning networks.

Migrant networks, language learning and tourism employment

by Peter Lugosi

This paper is published as:
Janta, H., Lugosi, P., Brown, L. and Ladkin, A. Migrant networks, language learning and tourism employment. Tourism Management Vol. 33 No. 2, pp. 431-439. Please consult the published version if citing.

This paper examines the relationship between migrants’ social networks, the processes of language acquisition and... more This paper examines the relationship between migrants’ social networks, the processes of language acquisition and tourism employment. Data collected using netnography and interviews are used to identify the strategies that Polish workers in the UK use to develop their language skills. The paper highlights the roles played by co-workers, co-nationals and customers in migrants’ language learning, both in the physical spaces of work and the virtual spaces of internet forums. It also shows how migrant workers exchange knowledge about the use of English during different stages of their migration careers: prior to leaving their country of origin and getting a job, during their employment and after leaving their job. Implications for academic inquiry and human resource management practice are outlined.

Exploring new horizons: Teacher professional development through networked learning

by Nienke Moolenaar

Amersfoort, D.L. van, Korenhof, M., Moolenaar, N. M., & de Laat, M.F. (2011). Exploring new horizons: Teacher professional development through networked learning. Paper presented at the European Association for Research on Learning and Instruction, Exeter, UK.

Teachers’ professional development initiatives are increasingly focusing on social networks to support teacher... more Teachers’ professional development initiatives are increasingly focusing on social networks to support teacher learning. The aim of this study was to examine teachers’ experiences with networked learning in primary education. Using an Input-Process-Output model, this article reports on an exploratory case study among 16 Dutch elementary teachers. Interviews were transcribed and analyzed using constant comparative analysis. Findings indicated that teachers’ experiences with networked learning can be characterized by five input factors, four process factors, and five outcome factors. We found evidence of feedback loops connecting the input, process, and output of networked learning. Insights from this study increase our understanding of teachers’ professional development through networked learning and the factors that constrain and support teachers’ networked learning in daily practice.

Action Research. The first steps to start up a pilot experiment in heritage education

by Janine Sprünker

Working Papers Series: WP 08-006, 2008

The relationships museums-schools are changing through the use of Internet. We want to analyses how these new... more The relationships museums-schools are changing through the use of Internet. We want to analyses how these new relationships occur at a national level. It is relevant to analyze these possible new relationships, product of social and technological changes which allow new interactions and participation that at the same time imply changes in organization forms, web resources management and teaching and learning models.
Concretely, shaping learning networks can establish a new form of relationship museums-schools and educational online resources with cultural heritage content can become learning opportunities and knowledge resources outside formal education walls. But there must be experimental projects to test this evidences and to seek how this kind of teaching and learning practices will work within a concrete social and cultural context. Thereby, Action Research can contribute to the development of a learning experience, based on reflection and actions.
The goal of this experimentation is to obtain a working model and good learning and teaching practices of learning networks shaped by heritage managers, teachers and students where the members will produce and use educational online resources with cultural heritage content. The outcomes of this empirical research project will be compared with results from the first methodological part of the PhD thesis for obtaining an exportable model to other settings.

Contenidos digitales fiables y comunidades educativas virtuales para el aprendizaje.

by Janine Sprünker

Actas IV Congreso de Educared, organizado por Fundación Telefónica. Madrid, 29 – 31 de octubre 200731 de octubre de 2007

Las comunidades educativas virtuales se pueden establecer como comunidades de práctica, ya que sus miembros comparten... more Las comunidades educativas virtuales se pueden establecer como comunidades de práctica, ya que sus miembros comparten los mismos objetivos de aprendizaje o materia de interés común y buscan adquirir más conocimiento a través de experiencias compartidas. El término fue establecido para referirse a las comunidades que actúan como curriculums vivos para el aprendizaje. Las comunidades de práctica también se denominan networks de aprendizaje o grupos temáticos. Este tipo de comunidades se pueden establecer en entornos virtuales.

Las redes de comunicación o las redes de aprendizaje en entornos informáticos (CEI) introducen un factor interactivo que permite compartir información y la construcción de conocimiento en grupo. Google Groups es un CEI asincrónico que permite que los participantes trabajen a su ritmo individual y tomarse el tiempo necesario para leer, reflexionar y revisar antes de compartir preguntas, ideas o informaciones. Eso es el aprendizaje en colaboración.

Los recursos educativos con contenidos de patrimonio cultural en línea y en un marco de aprendizaje colaborativo son elementos relevantes de cohesión de grupo en cuanto refuerzan la expresión identitaria personal y colectiva de los miembros de una comunidad educativa virtual y ayudan a acercarse a aquellos miembros ajenos a una determinada realidad cultural. ¿Cómo se puede hacer de este potencial una realidad? Mostraremos los primeros pasos iniciados en la práctica y estableceremos caminos que animen a seguir adelante para establecer comunidades de práctica virtuales con nuevos recursos educativos.

Ontwerpen van leernetwerken vanuit organisatieperspectief

by Steven Verjans

Verjans, S., Bitter, M., & Didderen, W. (2011). Ontwerpen van leernetwerken vanuit organisatieperspectief. In P. Sloep, M. v. d. Klink, F. Brouns, J. v. Bruggen & W. Didderen (Eds.), Leernetwerken: kennisdeling, kennisontwikkeling en de leerprocessen (pp. 146-167). Houten: Bohn Stafleu van Loghum.

Dutch book chapter about designing learning networks from an organisational perspective.

"Hoofdstuk 8... more Dutch book chapter about designing learning networks from an organisational perspective.

"Hoofdstuk 8 gaat in op het perspectief van organisaties. Het activeren en actief onderhouden van het kennispotentieel is van vitaal belang voor het voortbestaan en de verdere ontwikkeling van kennisintensieve
organisaties. Wat moet een instelling of bedrijf in termen van een leernetwerk organiseren en/of inrichten om dit blijvend leren van de organisatie succesvol en efficiënt in gang te zetten? In dit hoofdstuk wordt het ‘hybride professionele leernetwerk’ (HPLN) geïntroduceerd als basismodel voor een leernetwerk dat een flexibele coördinatie en sturing vanuit de organisatie mogelijk maakt en tegelijkertijd de juiste randvoorwaarden schept om aanwezige kennis en connecties binnen de organisatie, en via de netwerken van professionals ook buiten de organisatie, optimaal te benutten."

Coordinamento e gestione strategica delle reti: profili e competenze del network manager

by Denita Cepiku

Meneguzzo M., Cepiku D. (2010), “Coordinamento e gestione strategica delle reti. Profili e competenze dei network manager”, in Sviluppo e organizzazione, 238, pp. 74-85.

Using technology-enhanced peer tutoring to support knowledge sharing in Learning Networks

by Amy Hsiao

Reducing extraneous load of self-organized knowledge sharing by applying peer tutoring in Learning Networks

by Amy Hsiao

Cognitive load and knowledge sharing in Learning Networks

by Amy Hsiao

Optimizing knowledge sharing in learning networks through peer tutoring

by Amy Hsiao

Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective

by Amy Hsiao

The Web of Identity: Selfhood and Belonging in Online Learning Networks

by Marguerite Koole

Network promises

by Paul Bouchard

Encouraging Contributions In Learning Networks Using Incentive Mechanisms

by Francis Brouns

Facilitating Community Building In Learning Networks Through Peer Tutoring In Ad Hoc Transient Communities

by Francis Brouns

A Learner Support Model Based on Peer Tutor Selection

by Francis Brouns

Latent Semantic Analysis As a Tool for Learner Positioning In Learning Networks for Lifelong Learning

by Francis Brouns