Vol. 9 (2014): Proceedings of the Ninth International Conference on Networked Learning

Proceedings of the Thirteenth International Conference on Networked Learning held in Edinburgh, United Kingdom

Published: 07-04-2014

Full paper

Interviewing the Digital Materialities of Posthuman Inquiry Decoding the encoding of research practices

Catherine Adams, Terrie Lynn Thompson

1-8
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Crossing Professional Thresholds with Networked Learning? An Analysis of Student E-Portfolios Using the Threshold Concept Perspective

Patricia Arnold, Swapna Kumar

9-16
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Becoming jelly A call for gelatinous pedagogy within higher education

Søren S. E. Bengtsen, Rikke T. Nørgård

17-24
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Analysing online discussions in educational and work based settings

Canan Blake, Eileen Scanlon

25-32
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Servant Leadership as an enhancer of intrinsic motivation in MOOCs

Mary Bolger

33-40
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Laptops and learning spaces Online, offline and in between

Cheryl Brown, Nicola Pallitt

41-48
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Promoting a Community of Practice Online How Important is Social Presence?

Maggie Carson

49-58
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Analysing the structuring of knowledge in learning networks

Lucila Carvalho, Peter Goodyear

59-66
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"Laptops are better." Medical students' perceptions of laptops versus tablets and smartphones to support their learning

Fiona Curtis, Sue Cranmer

67-75
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A framework for analysing research types and practices

Laura Czerniewicz, Cathy Kell

76-85
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An fMRI study exploring cognitive processing during computer-based discovery learning

Barney Dalgarno, Gregor Kennedy, Sue Bennett

86-94
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Students’ use of Facebook for peer-to-peer learning

Christian Dalsgaard

95-102
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A practice-grounded approach to 'engagement' and 'motivation' in networked learning

Nina Bonderup Dohn

103-110
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Following hushtag (#)MOOC Mobility of online courses on twitter

Judith Enriquez-Gibson

111-120
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The Good, the Bad and the Lazy teacher A grounded theory approach to higher education learning situations in Vietnam

Sandra Safwat Youssef Fahmy

121-128
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Mobile Learning Field Activity Pedagogy of Simultaneity to Support Learning in the Open

Michael Sean Gallagher, Pekka Ihanainen

129-136
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Design for networked learning Framing relations between participants' activities and the physical setting

Peter Goodyear, Lucila Carvalho, Nina Bonderup Dohn

137-144
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Why it’s not all about the learner A sociomaterial account of students’ digital literacy practices

Lesley Gourlay, Martin Oliver

145-152
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Learning from a deceptively spacious policy discourse

Sarah Hayes

153-161
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Research methods are made by questioning The postdisciplinary challenge of networked learning

Petar Jandri´ć

162-169
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The politics of networked learning in an age of austerity

Chris Jones

170-177
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Embodied learning on the network Experiences from the field

Benjamin A. Kehrwald

178-185
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A Critical Discourse Analysis Reconceptualising Online Distance Learning through a Foucauldian lens

Kyungmee Lee, Clare Brett

186-194
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Actor Network, Ontic Structural Realism and the Ontological Status of Actants

Corrado Matta

195-202
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Networked Learning and Design Based Research for welfare innovation through further education

Rina Oestergaard, Elsebeth Korsgaard Sorensen

203-211
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The digitisation of knowledge produces hybrids Politics and identities in MOOCs

Carlo Perrotta

212-219
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Design and the functioning of a productive learning network

Ana Pinto

220-227
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“Remember to hand out medals” Value and peer rating in an online open study group

Marisa Ponti

228-235
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Quality, that complex issue Collaborative design for quality networked learning in HE

Juliana E. Raffaghelli, Patrizia Ghislandi

236-244
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Self-evaluative practices to enhance e-pedagogy

Claire Raistrick

245-252
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“Would you ever say that to me in class?” Exploring the Implications of Disinhibition for Relationality in Online Teaching and Learning

Ellen Rose

253-260
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Investigating the social configuration of a community to understand how networked learning activities take place The OERu case study

Bieke Schreurs, Antoine Van den Beemt, Fleur Prinsen, Maarten De Laat, Gabi Witthaus, Gráinne Conole

261-270
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Damaged and refractive teaching and learning practices in international developing university contexts

Uzair Shah, Vivien Hodgson

271-279
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Longitudinal methods to analyse networked learning

Rory L. L. Sie, Maarten De Laat

280-287
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Lost in transition? Making sense of space:time configurations across workplace and educational boundaries

Sue Timmis, Jane Williams

288-295
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'It’s almost like talking to a person' Student disclosure to pedagogical agents in sensitive settings

Gemma Tombs, Roy Bhakta, Maggi Savin-Baden

296-304
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Costs, rewards and social reciprocity Teachers' motivations for networked learning

Antoine van den Beemt, Evelien Ketelaar, Isabelle Diepstraten, Maarten de Laat

305-314
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Examining hybrid digital/material resources in networked learning A critical realist approach

Steve Walker, Sarah Davies

315-322
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Nurturing information landscapes Networks, information literacy and the need for a critical phenomenography

Andrew Whitworth

323-330
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Material entanglement in a primary school learning network

Pippa Yeoman, Lucila Carvalho

331-338
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Short paper

Snapshots from the Lived World of Massive Open Online Courses (MOOCs) A phenomenological study of learning large

Catherine Adams, Yin Yin, Luis Francisco Vargas Madriz, C. Scott Mullen

339-342
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Synchronous or Asynchronous? That is the Question Are Online Classrooms the Answer?

Jacqui Basquill

343-346
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What's wrong with 'technology enhanced learning'?

Siân Bayne

347-350
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Building a relationship between international doctoral students and their thesis supervisors through an online community of practice Findings from a Systematic Literature Review

Lucilla Crosta, Morag Gray

351-354
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Phenomenography for researching aspects of networked learning Beyond the match of underlying values and beliefs

Maria Cutajar

355-358
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Taming social media in higher education classrooms

Wendy Freeman

359-363
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Designing for mobile participation in blended higher educational settings

Jimmy Jaldemark, Ola Lindberg

364-367
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Professional Learning through Massive Open Online Courses

Colin Milligan, Allison Littlejohn, Obiageli Ukadike

368-371
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Networked Scaffolding Seeking Support in workplace learning contexts

Patricia Santos, John Cook, Tamsin Treasure-Jones, Micky Kerr, Joanna Colley

372-375
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Small Projects as Winners in the Organizational Learning Network

Mika Sihvonen, Miikka Sipilä

376-379
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How do we know who we are when we’re online? Reputation, identity, and influence in scholarly networks

Bonnie Stewart

380-381
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Learning and peer feedback in shared online spaces

Elaine Thomas, Jon Rosewell, Karen Kear, Helen Donelan

382-385
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A social network analysis of learning in corporate training context Analysing Sosyal 2.0 as a space for networked learning

Didem Tufan, Soner Yıldırım, Banu Günel

386-390
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Methods for mapping operational proximity in professional learning networks

Andrew Whitworth, Maria Carme Torras i Calvo, Bodil Moss, Nazareth Amlesom Kifle, Terje Blåsternes

391-395
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Symposium

Symposium 1: Perspectives on identity within networked learning Symposium Introduction

Jane Davis

396-397
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Symposium 1: Dimensions of identity and the student experience of networked learning

Jane Davis

398-404
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Symposium 1: Networked Learning and Identity development in open online spaces

Catherine Cronin

405-411
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Symposium 1: Curate me! Exploring online identity through social curation in networked learning

Joyce Seitzinger

412-419
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Symposium 2: Actor-Network Theory Double-Symposium Symposium Introduction

Steve Wright

420-422
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Symposium 2: A doctoral researcher community on Twitter An actor-network explication of #PhDchat

Jeffrey M. Keefer

423-426
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Symposium 2: Blended Simulation Based Medical Education A Durable Network for Learning?

Armineh Shahoumian, Gale Parchoma, Jacky Hanson

427-430
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Symposium 2: The uncodings of ANT Mobilities of digital data

Terrie Lynn Thompson

431-433
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Symposium 2: Looking for black cats and lessons from Charlie Exploring the potential of public click pedagogy

Chris Bigum, Leonie Rowan, Mary Hamilton, Steve Wright, Ailsa Haxell

434-442
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Symposium 2: Assembling university learning technologies for an open world Connecting institutional and social networks

John Hannon, Matthew Riddle, Thomas Ryberg

443-452
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Symposium 2: Xploring txtuality & txtually transmitd dis-Ez Exploring textuality & textually transmitted dis-ease

Ailsa Haxell

453-462
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Symposium 2: The Power of Theory An Actor-Network Critique of Aha! Moments and Doctoral Learner Empowerment

Jeffrey M. Keefer

463-470
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Symposium 2: Performing Blended Learning as a Product and a Service

Cormac O'Keeffe, Gale Parchoma

471-479
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Symposium 2: Testing Tasting Methods assemblages in an online exam

Steve Wright

480-489
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Symposium 3: Building Co-design Strategies in Higher Education Using Technology-Enhanced Learning Scenarios Symposium Introduction

Begoña Gros, Iolanda Garcia

490-492
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Symposium 3: Analysing and supporting the process of co-designing inquiry-based and technology-enhanced learning scenarios in higher education

Iolanda Garcia, Elena Barberá, Begoña Gros, Anna Escofet, Marc Fuertes, Ingrid Noguera, Marta López, Meritxell Cortada, Marta Marimón

493-501
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Symposium 3: The 7Cs of Learning Design – a new approach to rethinking design practice

Gráinne Conole

502-509
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Symposium 3: Learning Design Family Tree to Back Reuse and Cooperation

Jonathan Chacon, Davinia Hernández-Leo

510-517
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Symposium 3: Assessing the value of design narratives, patterns and scenarios in scaffolding co-design processes in the domain of technology enhanced learning

Yishay Mor, Steven Warburton

418-423
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Symposium 4: The Spaces of Networked Learning Symposium Introduction

Siân Bayne

524-525
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Symposium 4: Spatial theory in networked learning

Richard Edwards

526-532
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Symposium 4: The Global Institution, the Homely, and the Overwhelming (per)forming three MOOC spaces

Jeremy Knox

533-540
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Symposium 4: Mobile work-learning Spatial re-orderings and digital fluencies

Terrie Lynn Thompson

541-546
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Symposium 4: Policy networks, database pedagogies, and the new spaces of algorithmic governance in education

Ben Williamson

547-554
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Symposium 4: Disrupting the illusion of sameness The importance of making place visible in online learning

Philippa Sheail, Jen Ross

555-558
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