Springer Networked Learning: Reflections and Challenges (Research in Networked Learning)

The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book.  The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.  From the Back Cover The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book.  The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.  About the Author Nina Bonderup Dohn is an Associate Professor in Humanistic Information Science at the Department of Design and Communication, University of Southern Denmark. She holds an MA in philosophy and physics from Aarhus University, a PhD in learning theory from Aalborg University, and a Higher Doctorate Degree in applied philosophy from University of Southern Denmark. She is a member of the Steering Committee of the International Networked Learning Conference. She has been a Visiting Scholar at the Centre for Research on Computer Supported Learning and Cognition, University of Sydney (2013-2014) and at the Department of Philosophy, University of California, Berkeley (2009-2010 and 2000-2001). She currently holds a research grant from the Danish Council for Independent Research on the project Designing for situated knowledge in a world of change. Her main research areas integrate epistemology, learning sciences, web communication and technology-mediated learning with a focus on the role of tacit knowledge. She has published extensively in Danish and English on philosophical and pedagogical issues within knowledge theory, web 2.0, ICT-mediated learning, and teaching and learning in higher education.  Sue Cranmer is a Lecturer in the Centre for Technology Enhanced Learning, Department of Educational Research, Lancaster University, UK. She teaches on the Doctoral Programme in E-Research and Technology Enhanced Learning. Her main research interest are in digital technologies, social justice and in/equality. Sue’s innovative research on disabled children’s uses of digital technologies is becoming increasingly recognised and she is currently working on a monograph entitled: 'Disabled children and digital technologies. Everyday practices in childhood' for Bloomsbury Academic. Sue has led a number of research projects including ‘Expert Perspectives on Creativity and Innovation in European Schools’ for the Institute of Prospective Technological Studies (IPTS) in Spain; and a major work package designing pedagogical