Designing for Networked Learning in The Third Space
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Notice bibliographique
Résumé
The focus of the argument in this paper is first situated in an allegory based on Van Gogh’s Expressionist masterpiece, The Yellow House, in that, our argument shares Van Gogh’s theme of looking for a home for a diverse community, engaged in a shared social movement, imagined/acted upon to evoke change. Our argument is fraught with commitments, investments, hopes, debates, rifts, and conflicts involved in the tentative, emergent nature associated with social movements. Within this diverse and contested context, networked learning praxis is set apart from mainstream e-learning and educational technology theories and practices. The problem of designing learning, in general, and designing for networked learning, in particular, is critically examined through a comparison of the projects, histories, and tenets of instructional design (ID) and learning design (LD). Associated notions of teacher-centred, learner-centred, and community/context-centred approaches to design are compared. Contrasts are drawn and commonalities are identified. The shared LD/ID claims that their projects are pedagogically neutral is interrogated. We then introduce Third Space theory as a way to open a dialogue between ID/LD proponents/researcher-practitioners. Third Space theory begins with abandoning aspirations for emergence of consensus from difference, arguably a practical stance to take when dealing with wide-ranging diversities across multicultural, interdisciplinary, international contexts. Having abandoned consensus, Third Space theory is directed toward ‘multilogues’ that promote boundary crossings and hybridisations, which can result in the emergence new “presences”: newly co-constructed ways to identify and accomplish shared goals. If we conceptualise The Third Space as, (Dare we suggest, an Expressionist social movement?), then based on historical examples of earlier social movements, it is relatively safe to suggest that this space too will likely be marked by misunderstandings and incommensurabilities. Third space ‘multilogues’ will involve participants sometimes talking ‘past each other’ rather than ‘with each other.’ We can expect substantive disagreements and retreats to previously held positions prior to arriving at places of mutual recognition, and perhaps even one or more forms of reconciliation. The paper concludes with an invitation for LDs and IDs to enter The Third Space with a view to finding varied, but sustainable, hybridised conceptualisations of design theories and practices that can contribute to designing future opportunities for networked learning across multicultural, multilinguistic, international, interdisciplinary context.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,003 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle