Conference Papers

1

Perspectives on identity within networked learning

Symposium Organiser: Jane Davis
Centre for Technology Enhanced Learning, Lancaster University

Contributors:

Jane Davis
Centre for Technology Enhanced Learning, Lancaster University

Catherine Cronin
National University of Ireland, Galway

Joyce Seitzinger
Academic Tribe

2

Actor-Network Theory - Double Symposium

Symposium Organiser: Steve Wright
Educational Research, Lancaster University

Contributors:

Chris Bigum
Griffith Institute for Educational Research, Griffith University

Mary Hamilton
Department of Educational Research, Lancaster University

John Hannon
La Trobe Learning and Teaching, La Trobe University

Jacky Hanson
Lancashire Teaching Hospitals National Health Service (NHS) Trust,

Ailsa Haxell
School of Interprofessional Health Studies, Faculty of Health and Environmental Sciences, Auckland University of Technology

Jeffrey M. Keefer
Visiting Nurse Service of New York / New York University

Cormac O'Keefe
Department of Educational Research, Lancaster University

Gale Parchoma
Werklund School of Education, University of Calgary

Leonie Rowan
Griffith Institute for Educational Research, Griffith University

Matthew Riddle
La Trobe Learning and Teaching, La Trobe University

Thomas Ryberg
Department of Communication and Psychology, Aalborg University

Armineh Shahoumian
Department of Educational Research, Lancaster University

Terrie Lynn Thompson
School of Education, University of Stirling,

Steve Wright
PhD Candidate, Lancaster University

3

Building Co-design Strategies in Higher Education Using Technology-Enhanced Learning Scenarios

Symposium Organiser: Begoña Gros(1) & Iolanda Garcia(2)
(1) Department of Theory and History of Education, University of Barcelona,Spain, (2) eLearn Center, Universitat Oberta de Catalunya, Spain

Contributors:

Iolanda García
Universitat Oberta de Catalunya, Spain

Gráinne Conole
University of Leicester, UK

Jonathan Chacon, Davinia Hernández-Leo, Universitat Pompeu Fabra, Spain

Steven Warburton, University of Surrey, UK, Yishay Mor, Independent Consultant.

4

The Spaces of Networked Learning

Symposium Organiser: Siân Bayne
University of Edinburgh

Contributors:

Richard Edwards
University of Stirling

Jeremy Knox
University of Edinburgh

Terrie Lynn Thompson
University of Stirling

Ben Williamson
University of Stirling

Philippa Sheail & Jen Ross
University of Edinburgh

48

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

Catherine Adams, University of Alberta, Edmonton, Alberta, Canada, Terrie Lynn Thompson, University of Stirling, Stirling, UK

27

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

Patricia Arnold, Munich University of Applied Sciences, Munich, Germany, Swapna Kumar, School of Teaching and Learning, University of Florida, Florida, USA

52

Becoming jelly: A call for gelatinous pedagogy within higher education

Søren Bengtsen, Rikke Toft Nørgård, Aarhus University, Aarhus, Denmark

25

Analysing online discussions in educational and work-based settings

Canan Blake, Eileen ScalonThe Open University, Milton Keynes, UK

23

Servant Leadership as an enhancer of intrinsic motivation in MOOCs

Mary Bolger, The Open Universiteit, Nederland, The Netherlands

05

Laptops and learning spaces: online, offline and in between

Cheryl Brown, Nicola Pallitt, University of Cape Town, Cape Town, South Africa

09

Promoting a Community of Practice Online: How Important is Social Presence?

Maggie Carson, The University of Edinburgh, Edinburgh, UK

11

Analysing the structuring of knowledge in learning networks

Lucila Carvalho, Peter Goodyear, University of Sydney, Sydney, NSW, Australia

06

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

Fiona Curtis, Sue Cranmer, Lancaster University, Lancaster, UK

49

A framework for analysing research types and practices

Laura Czerniewicz, University of Cape Town, Cape Town, South Africa, Catherine Kell, University of Western Cape, Cape Town, South Africa

12

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

Barney Dalgarno, Charles Sturt University, Wagga Wagga, NSW, Australia, Gregor Kennedy, University of Melbourne, Melbourne, Vic, Australia, Sue Bennett, University of Wollongong, Wollongong, NSW, Australia

22

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

Christian Dalsgaard, Aarhus University, Aarhus, Denmark

01

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

Nina Bonderup Dohn, Department of Design and Communication, University of Southern Denmark, Kolding, Denmark

50

Following hushtag (#)MOOC: mobility of online courses on twitter

Judith Enriquez-Gibson, Liverpool John Moores University, Liverpool, UK

26

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

Sandra Fahmy, Aalborg University, Aalborg, Denmark, & International Business School of Scandinavia, Copenhagen, Denmark

04

Mobile Learning Generated from Field Activity: Pedagogy of Simultaneity to Support Learning in the Open

Michael Sean Gallagher, Hankuk University of Foreign Studies, Seoul, Republic of Korea, Pekka Ihanainen, HAAGA-HELIA School of Vocational Teacher Education, Helsinki, Finland

24

Design for networked learning: framing relations between participants’ activities and the physical setting

Peter Goodyear, Lucila Carvalho, University of Sydney, Sydney, NSW, Australia, Nina Dohn, University of Southern Denmark, Kolding, Denmark

03

Why it's not all about the learner: a sociomaterial account of students' digital literacy practices

Lesley Gourlay, Martin Oliver, Institute of Education, London, UK

51

Learning from a deceptively spacious policy discourse

Sarah Hayes, Aston University, Birmingham, UK

47

Research methods are made by questioning: the postdisciplinary challenge of networked learning

Petar Jandrić, Polytechnic of Zagreb, Zagreb, Croatia

54

The politics of networked learning in an age of austerity

Chris Jones, Liverpool John Moores, Liverpool, UK

18

Embodied learning on the network: Experiences from the field

Benjamin Kehrwald, University of South Australia

10

A Critical Discourse Analysis: Reconceptualising Online Distance Learning through a Foucauldian lens

Kyungmee Lee, Clare Brett, OISE/University of Toronto, Toronto, Canada

43

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

Corrado Matta, Stockholm University, Stockholm, Sweden

13

Networked learning and design based research for welfare innovation through further education

Rina Oestergaard, University College Syd, Esbjerg, Denmark & Aalborg University, Aalborg, Denmark, Elsebeth Korsgaard Sorensen, Aalborg University, Aalborg, Denmark

53

The digitation of knowledge produces hybrids: politics and identities in MOOCs

Carlo Perrotta, Anglia Ruskin University, Chelmsford, UK

17

Design and the functioning of a productive learning network

Ana Pinto, The University of Sydney, Sydney, NSW, Australia

15

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

Marisa Ponti, University of Gothenburg, Gothenburg, Sweden & University of Oslo, Oslo, Norway

19

Quality, that complex issue: collaborative design for quality networked learning in higher education

Juliana E. Raffaghelli, Patrizia M.M. Ghislandi, University of Trento, Rovereto, Trento, Italy

21

Self-evaluative practices to enhance e-pedagogy

Claire Raistrick, University of Warwick, Coventry, UK

08

"Would you ever say that to me in class?": Exploring the implications of disinhibition for relationality in online teaching and learning

Ellen Rose, University of New Brunswick, Fredericton, NB, Canada

16

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, Open Universiteit Nederland, Heerlen, The Netherlands, Gabi Witthaus, Grainne Conole, University of Leicester, Leicester, UK

28

Damaged and refractive teaching and learning practices in international developing university contexts

Uzair Shah, Vivien Hodgson, Lancaster University, Lancaster, UK

14

Longitudinal methods to analyse networked learning

Rory Sie, Maarten De Laat, Open University of The Netherlands, Heerlen, The Netherlands

46

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

Sue Timmis, Jane Williams, University of Bristol, Bristol, UK

07

'Its's almost like talking to a person': Student disclosure to pedagogical agents in sensitive settings

Gemma Tombs, Roy Bhakta, Maggi Savin-Baden, Coventry University, Coventry, UK

20

Costs, rewards and social reciprocity: teachers' motivations for networked learning

Antoine Van den Beemt, Open University, Heerlen, The Netherlands, Evelien Ketelaar, Eindhoven University of Technology, Eindhoven, The Netherlands, Isabelle Diepstraten, Open University, Heerlen, The Netherlands, Maarten De Laat, Open University, Heerlen, The Netherlands

45

Examining hybrid digital/material resources in networked learning: a critical realist approach

Steve Walker, Sarah Davies, The Open University, Milton Keynes, UK

02

Nurturing information landscapes: networks, information literacy and the need for a critical Phenomenography

Andrew Whitworth, University of Manchester, Manchester, UK

44

Material entanglement in a primary school learning network

Pippa Yeoman, Lucila Carvalho, The University of Sydney, NSW, Australia

36

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, University of Alberta, Edmonton, Alberta, Canada

38

Synchronous or asynchronous - That is the question: are online classrooms the answer?

Jacqui Basquill, Edge Hill University, Ormskirk, UK

35

What's wrong with 'technology enhanced learning'?

Sian Bayne, University of Edinburgh, Edinburgh, UK

31

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, University of Liverpool, Liverpool, UK

29

Phenomenography for researching aspects of networked learning: beyond the match of underlying values and beliefs

Maria Cutajar, Junior College, University of Malta, Msida, Malta

42

Taming social media in higher education classrooms

Wendy Freeman, Ryerson University, Toronto, Ontario, Canada

39

Designing for mobile participation in blended higher educational settings

Jimmy Jaldemark, Ola J. Lindberg, Mid Sweden University, Härnösand, Sweden

37

Professional Learning through Massive Open Online Courses

Colin Milligan, Allison Littlejohn, Caledonian Academy, Glasgow Caledonian University, Glasgow, Scotland, UK. Obiageli Ukadike, Harvard Medical School, Harvard University, Cambridge, MA, USA

32

Networked Scaffolding: Seeking Support in workplace learning contexts

Patricia Santos, John Cook, University of the West of England, Bristol, UK. Tamsin Treasure-Jones, Micky Kerr, Leeds Institute of Medical Education, Leeds, UK. Joanna Colley, Tribal Labs, Cambridge, UK

33

Small Projects as Winners of the Organizational Learning Network

Mika Sihvonen, Miikka Sipilä, University of Tampere, Tampere, Finland

34

How do we know who we are when we're online?: Reputation, identity, and influence in scholarly networks

Bonnie Stewart, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada

40

Learning and peer feedback in shared online spaces

Elaine Thomas, John Rosewell, Karen Kear, Helen Donelan, The Open University, Milton Keynes, UK

41

A social network analysis of learning in corporate training context: Analyzing Sosyal 2.0 as a space for networked learning

Didem Tufan, Soner Yildirim, Banu Günel, METU, Ankara, Turkey

30

Methods for mapping operational proximity in professional learning networks

Andrew Whitworth, Maria-Carme Torras i Calvo, University of Manchester, Manchester, UK. Bodil Moss, Nazareth Amlesom Kifle, Høgeskolen i Bergen, Bergen, Norway. Terje Blåsternes, Universitetet i Stavanger, Stavanger, Norway