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Paper prososal for ICLS 2018, 23-27 June, London, Great Britain
To study how stimulating networked learning in a formal education program contributes to teachers’ meaning making and their contextualizing of scientific knowledge for their educational practice, a pilot was conducted. In an online distance learning course for teachers aspiring an academic degree in Educational Sciences principles of networked learning were applied to course design in a three-phase intervention: (1) creating of network awareness, (2) providing learners with tools for developing networking skills and (3) assessing of the value created in the network throughout the course. By combining Social Network Analysis and a value creation perspective on learning, teachers meaning making processes between scientific knowledge and the applicability of this knowledge in their everyday educational practice were reconstructed. This short paper provides an overview of the design of the study, results expected December 2017.
Original languageEnglish
Publication statusPublished - 17 Nov 2017
Event13th International Conference of the Learning Sciences : Rethinking learning in the digital age: Making the Learning Sciences count - UCL Institute of Education in London, London, United Kingdom
Duration: 23 Jun 201827 Jun 2018


Conference13th International Conference of the Learning Sciences
Abbreviated titleICLS 2018
CountryUnited Kingdom
OtherPart of the London Festival of Learning in London, UK
Internet address



  • Network
  • Higher education
  • students
  • Distance education

Cite this

Nijland, F., Firssova, O., & Robbers, S. (2017). The networked student: contextualizing scientific knowledge for educational practice. Paper presented at 13th International Conference of the Learning Sciences , London, United Kingdom.