Abstract

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
https://www.isls.org/icls/2018/icls2018.com/index.html

Conference

Conference13th International Conference of the Learning Sciences
Abbreviated titleICLS 2018
CountryUnited Kingdom
CityLondon
Period23/06/1827/06/18
OtherPart of the London Festival of Learning in London, UK
Internet address

Fingerprint

educational practice
teacher
knowledge
learning
student
distance learning
network analysis
networking
social network
science
Values
education

Keywords

  • 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.
Nijland, Femke ; Firssova, Olga ; Robbers, Stefan. / The networked student: contextualizing scientific knowledge for educational practice. Paper presented at 13th International Conference of the Learning Sciences , London, United Kingdom.
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note = "13th International Conference of the Learning Sciences : Rethinking learning in the digital age: Making the Learning Sciences count, ICLS 2018 ; Conference date: 23-06-2018 Through 27-06-2018",
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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, 23/06/18 - 27/06/18, .

The networked student: contextualizing scientific knowledge for educational practice. / Nijland, Femke; Firssova, Olga; Robbers, Stefan.

2017. Paper presented at 13th International Conference of the Learning Sciences , London, United Kingdom.

Research output: Contribution to conferencePaperAcademic

TY - CONF

T1 - The networked student: contextualizing scientific knowledge for educational practice

AU - Nijland, Femke

AU - Firssova, Olga

AU - Robbers, Stefan

PY - 2017/11/17

Y1 - 2017/11/17

N2 - Paper prososal for ICLS 2018, 23-27 June, London, Great BritainTo 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.

AB - Paper prososal for ICLS 2018, 23-27 June, London, Great BritainTo 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.

KW - Network

KW - Higher education

KW - students

KW - Distance education

M3 - Paper

ER -

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