Networked Learning in 2021: A Community Definition

Networked Learning Editorial Collective (NLEC); Lesley Gourlay; José Luis  Rodríguez-Illera; Elena Barberá; Magda Pischetola

doi:10.1007/s42438-021-00222-y

Networked Learning in 2021: A Community Definition

Networked Learning Editorial Collective (NLEC), Lesley Gourlay, José Luis Rodríguez-Illera, Elena Barberá, Magda Pischetola

Center for Computing Education Research

Research output: Journal Article or Conference Article in Journal › Journal article › Research › peer-review

Abstract

In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice
With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL.

Original language	English
Journal	Postdigital Science and Education
Volume	3
Pages (from-to)	326
Number of pages	369
ISSN	2524-485X
DOIs	https://doi.org/10.1007/s42438-021-00222-y
Publication status	Published - 2021

Keywords

Networked learning
Instrumentalism
Critical pedagogy
Social justice
Human-technology relationships

Access to Document

10.1007/s42438-021-00222-y

NLEC_Gourlay2021_Article_NetworkedLearningIn2021ACommunProof, 871 KB

Cite this

@article{db35682515d949fa8cf87ab6969f33fa,

title = "Networked Learning in 2021: A Community Definition",

abstract = "In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justiceWith 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL.",

keywords = "Networked learning, Instrumentalism, Critical pedagogy, Social justice, Human-technology relationships, Networked learning, Instrumentalism, Critical pedagogy, Social justice, Human-technology relationships",

author = "{Networked Learning Editorial Collective (NLEC)} and Lesley Gourlay and Rodr{\'i}guez-Illera, {Jos{\'e} Luis} and Elena Barber{\'a} and Magda Pischetola",

year = "2021",

doi = "10.1007/s42438-021-00222-y",

language = "English",

volume = "3",

pages = "326",

journal = "Postdigital Science and Education",

issn = "2524-485X",

publisher = "Springer International Publishing",

}

TY - JOUR

T1 - Networked Learning in 2021

T2 - A Community Definition

AU - Networked Learning Editorial Collective (NLEC)

AU - Gourlay, Lesley

AU - Rodríguez-Illera, José Luis

AU - Barberá, Elena

AU - Pischetola, Magda

PY - 2021

Y1 - 2021

N2 - In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justiceWith 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL.

AB - In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justiceWith 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL.

KW - Networked learning

KW - Instrumentalism

KW - Critical pedagogy

KW - Social justice

KW - Human-technology relationships

KW - Networked learning

KW - Instrumentalism

KW - Critical pedagogy

KW - Social justice

KW - Human-technology relationships

U2 - 10.1007/s42438-021-00222-y

DO - 10.1007/s42438-021-00222-y

M3 - Journal article

SN - 2524-485X

VL - 3

SP - 326

JO - Postdigital Science and Education

JF - Postdigital Science and Education

ER -

Networked Learning in 2021: A Community Definition

Abstract

Keywords

Access to Document

Fingerprint

Cite this