(Re/Dis)assembling Learning Practices Online with Fluid Objects and Spaces

Autor/in	Thompson, Terrie Lynn
Titel	(Re/Dis)assembling Learning Practices Online with Fluid Objects and Spaces
Quelle	In: Studies in Continuing Education, 34 (2012) 3, S.251-266 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2011.613377
Schlagwörter	Researchers; Informal Education; Self Employment; Workplace Learning; Web 2.0 Technologies; Electronic Learning; Adult Learning; Adult Educators; Semi Structured Interviews; Online Courses; Communities of Practice + Suchen Sie Ihr Suchwort? Researcher; Forscher; Informelle Bildung; Nichtformale Bildung; Self-employment; Selbstbestimmte Arbeit; Selbstständiger; Adulte education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Online course; Online-Kurs; Community
Abstract	Actor network theory (ANT) is used to explore how work-learning is enacted in informal online communities and illustrates how researchers might use sociomaterial approaches to uncover complexities, uncertainties, and specificities of work-learning practices. Participants in this study were self-employed workers. The relational and material aspects of work-learning, along with notions of the workspace of the self-employed as hybrid, distributed, and shifting, are considered. This study then examines the work that web-technologies, such as postings, do as they are entangled in an array of networks. Far from being singular objects unified in function, form, or effect, the posting provides multiple entry points for exploring online work-learning practices. The informal learning enacted in this study was the effect of multiple networks and attempts to stabilize fluidity. Different associations with knowledge and novel ways of knowing were also enacted, although there are contradictions between Web2.0 rhetoric and the practices of these self-employed workers. Findings suggest that practitioners and researchers should not be too quick to paint work-learning practices in online communities, or even the notion of online community, with a broad brush. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10