'Living' theory: a pedagogical framework for process support in networked learning.

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Autor/Urheber	Philipa Levy
Institution	Association for Learning Technology
Titel	'Living' theory: a pedagogical framework for process support in networked learning.
Quelle	In: doi:10.3402/rlt.v14i3.10965; 2156-7069; 2156-7077; Research in Learning Technology, Vol 14, Iss 3 (2006)(2006) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3402/rlt.v14i3.10965
Schlagwörter	Education
Abstract	This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case-study analysis of learners' experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case-study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes–orientation, communication, socialisation and organisation–that were associated with 'learning to learn' in the course's networked environment, and offers a flavour of participants' experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process-focused (as well as domain-focused) learning tasks.
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