Designing for the materialization of networked learning spaces

Authors

  • Magda Pischetola Department of Computer Science, IT University of Copenhagen
  • Mette Wichmand Learning Lab, Copenhagen School of Art and Technology
  • Rasmus Hall Research and Development, Erhvervsakademi Dania
  • Lone Dirckinck-Holmfeld Department of Communication and Psychology, Aalborg University

DOI:

https://doi.org/10.54337/nlc.v13.8549

Keywords:

Networked learning, Centrifugal and centripetal forces, Core and periphery, Connections, Dialogue

Abstract

The potential of a Networked Learning (NL) space comes into being when participants establish communication, build connections among each other, and create a dialogic space. Moving from this premise, this article poses a complex question: How to design for the materialization of a NL space? It bases its theoretical framework on Bakhtin’s idea of centrifugal and centripetal forces, the concepts of network core and periphery, as well as the idea of the strength of weak ties. Through these lenses, the article presents a cross-case analysis of two projects aiming at technology education in Denmark. Forces, connections, and movements are exposed and analyzed, showing the importance of unstructured communication processes that nurture a networked community. These results lead to new speculations for future educational design of NL spaces.

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Published

30-07-2024

How to Cite

Pischetola, M., Wichmand, M., Hall, R., & Dirckinck-Holmfeld, L. (2024). Designing for the materialization of networked learning spaces. Networked Learning Conference, 13. https://doi.org/10.54337/nlc.v13.8549

Issue

Vol. 13 (2022): Proceedings for the Thirteenth International Conference on Networked Learning

Section

Full paper

License

Copyright (c) 2022 Magda Pischetola, Mette Wichmand, Rasmus Hall, Lone Dirckinck-Holdfeld

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