By Christopher Jones
This ebook posits the concept that networked studying is the single new paradigm in studying concept that has resulted from the advent of electronic and networked applied sciences. It units out, in one quantity, a severe evaluation of the most rules after which articulates the case for adopting a networked studying viewpoint in numerous academic settings. This ebook fills a spot within the literature on networked studying. even if there are numerous edited volumes within the box there is not any different monograph makes the educational case and offers the tutorial context for networked studying. This quantity accomplishes 3 major pursuits. First, it assists researchers and practitioners in acquainting themselves with the sphere. moment, it offers assets for reference and suggestions to these no longer good conversant in the sector. ultimately and so much powerfully, it additionally permits the consolidation of a box that's actually multidisciplinary in a manner that keeps coherence and consistency.
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Extra info for Networked Learning: An Educational Paradigm for the Age of Digital Networks
The sections explore how knowledge is implicated in contemporary society, how work and the workforce are evolving and the way machines, specifically those using digital and networked technologies are imbricated (interwoven like tiles overlapping on a roof) in these changes. Network Society The change described by Castells using the phrase network society suggests that it is not just that education and learning are required for work in an Internet- and Webbased economy, but that network society also changes the character of the learning that is required.
Social shaping places an emphasis on the ways that technologies come to be the way that they are and the ways that technologies are taken up. The emphasis is on the design and development of technologies and the ways that they are subsequently deployed and taken into use. The material turn adds a further consideration by offering the possibility of a co-construction between materials, material technology and social practice throughout the lifetime of a technology. In this view technologies have their own history and evolve (Arthur 2009), and technologies are an imbrication of humans and things, of intentionality and material agency.
He finds none of these accounts satisfactory concluding later that: One line of development is consistent with Gibson’s original position, although arguably these refinements have not countered problems with its relevance to learning. This tradition is positivistic and essentialist, at odds with contemporary educational thought (Oliver 2005, p. 410). 32 2 The Age of Digital Networks Later Oliver suggested in his discussion of technological determinism that: Affordance neatly illustrates the concept of technological determinism, which has been widely explored in the field of science and technology studies.