Abstract
In the introductory chapter, we explore how networked learning has developed in recent years by summarising and discussing the research presented in the chapters of the book. The chapters are structured in three sections, each highlighting a particular aspect of practice. The first section focuses on the relationship between design and its influence on how networked learning practices are implemented. The second section extends this discussion by raising the notion of experiencing networked learning practices. Here the expected and unexpected effects of design and its implementation are scrutinised. The third and final section draws attention to a growing topic of interest within networked learning: that of networked learning in informal practices. In addition, we provide a reflection on the theories, methods and settings featured in the networked learning research of the chapters. We conclude the introduction by discussing four main themes that have emerged from our reading of the chapters and which we believe are important in taking forward the theory of networked learning. They are as follows: practice as epistemology; the coupling of learning contexts (the relationship and connection of learning contexts and spaces); the agency and active role of technology within networked learning; and the messy, often chaotic and always political nature of the design, experience and practice of networked learning.
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Hodgson, V., de Laat, M., McConnell, D., Ryberg, T. (2014). Researching Design, Experience and Practice of Networked Learning: An Overview. In: Hodgson, V., de Laat, M., McConnell, D., Ryberg, T. (eds) The Design, Experience and Practice of Networked Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-01940-6_1
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