Science and Engineering Building Brisbane on March 12, 2013.
I’m really looking forward to being back in Brisbane for a few days – giving a keynote on networked learning at the HERN Symposium: Future Higher Education Research for Future Learning
Slides are here.
In this talk, I will use some of our recent research on networked learning and learning networks to illustrate an approach to researching complex learning situations – an approach which gains power and focus from a commitment to informing real-world design activity. This commitment to serving the needs of (re)design provides a valuable source of constraints on what counts as useful knowledge. In the case of learning networks, periodic redesign can be undertaken by small teams entrusted with the role, or it may be distributed more broadly across many or all involved in the network. Either way, there is a need for methods of analyzing and representing how the network functions, such that those participating in the evolution of the network can co-ordinate their activities.
Some suggestions for follow up reading:
Books on networked learning
Carvalho, L., & Goodyear, P. (Eds.). (2014). The architecture of productive learning networks. New York: Routledge.
Carvalho, L., Goodyear, P., & de Laat, M. (Eds.). (2016). Place-based spaces for networked learning. New York: Routledge.
Jandric, P., & Boras, D. (2015). Critical learning in digital networks. Dordrecht: Springer.
Jones, C. R. (2015). Networked Learning: An educational paradigm for the age of digital networks. Dordrecht: Springer.
Design for learning in HE
Ellis, R., & Goodyear, P. (2010). Students’ experiences of e-learning in higher education: the ecology of sustainable innovation. New York: RoutledgeFalmer.
Goodyear, P. (2015). Teaching as design. HERDSA Review of Higher Education, 2.
Laurillard, D. (2012). Teaching as a design science: building pedagogical patterns for learning and technology. Abingdon: Routledge.
Background on socio-material; grounded, embodied & distributed cognition
Clark, A. (2003). Natural-born cyborgs: minds, technologies, and the future of human intelligence. Oxford: Oxford University Press.
Clark, A. (2008). Supersizing the mind: embodiment, action, and cognitive extension. Oxford: Oxford University Press.
Fenwick, T., & Edwards, R. (2010). Actor network theory in education. London: Routledge.
Fenwick, T., & Nerland, M. (Eds.). (2014). Reconceptualising professional learning: sociomateral knowledges, practices and responsibilities. London: Routledge.
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: tracing the sociomaterial. Abingdon: Routledge.
Gatt, C., & Ingold, T. (2013). From description to correspondence: Anthropology in real time. In W. Gunn, T. Otto, & R. Smith (Eds.), Design Anthropology: Theory and Practice (pp. 139-158). London: Bloomsbury Publishing.
Hodder, I. (2012). Entangled: an archaeology of the relationships between humans and things. Chichester: Wiley-Blackwell.
Hutchins, E. (1995). Cognition in the wild. Cambridge Mass: MIT Press.
Hutchins, E. (2010). Cognitive ecology. Topics in Cognitive Science, 2, 705-715.
Ingold, T. (2000). The perception of the environment: essays in livelihood, dwelling and skill. Abingdon: Routledge.
Ingold, T. (2011). Being alive: essays on movement, knowledge and description. Abingdon: Routledge.
Ingold, T. (2012). Toward an Ecology of Materials. Annual Review of Anthropology, 41, 427-442.
Ingold, T. (2013). Making: anthropology, archaeology, art and architecture. Abingdon: Routledge.
Knappett, C. (2011). Networks of objects, meshworks of things. In T. Ingold (Ed.), Redrawing Anthropology: Materials, Movements, Lines (pp. 45-63): Ashgate.
Knappett, C. (Ed.) (2013). Network analysis in Archaeology: new approaches to regional interaction. Oxford: Oxford University Press.
Malafouris, L. (2013). How things shape the mind: a theory of material engagement. Cambridge, MA: MIT Press.
Malafouris, L., & Renfrew, C. (Eds.). (2010). The cognitive life of things: recasting the boundaries of the mind. Cambridge: McDonald Institute for Archaeological ResearchUniversity of Cambridge.
Markauskaite, L., & Goodyear, P. (forthcoming, 2016). Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge. Dordrecht: Springer.