Using the lens of liminality to understand important steps in creating conditions for networked learning in work-integrated learning
DOI:
https://doi.org/10.54337/nlc.v13.8494Keywords:
Communities of practice, Liminality, Liminal spaces, Networked learning, Work-place learningAbstract
In this paper university teachers' and professionals’ work in the BUFFL project, a networked work-integrated lifelong learning project with flexible online course modules. The project involved a meeting space between academia and industry bank organizations or insurance companies in Sweden. Previous research in the project reported that four important steps are important for a successful establishment of a networked community of practice and networked learning. In this paper, the concept of liminality, or a liminal space, is used to explore work-integrated learning. The short paper concludes that there is a balance to strike between the risks and possibilities of liminality in learning in practice. From the different perspectives of liminality, a balance is needed when academia and industry meet. While both academia and industry bring their formal spaces and structures, this meeting can be said to create a liminal space that provides a free and uncertain place of possibilities where learning and transformation take place.
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Copyright (c) 2022 Marcia Håkansson Lindqvist, Anna-Karin Stockenstrand
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