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Research in Networked Learning

Allison Littlejohn
Jimmy Jaldemark
Emmy Vrieling-Teunter
Femke Nijland Editors

Networked
Professional
Learning
Emerging and Equitable Discourses for
Professional Development
Research in Networked Learning

Series Editors
Vivien Hodgson
David McConnell

More information about this series at http://www.springer.com/series/11810

Allison Littlejohn • Jimmy Jaldemark
Emmy Vrieling-Teunter • Femke Nijland
Editors

Networked Professional
Learning
Emerging and Equitable Discourses
for Professional Development
Editors
Allison Littlejohn Jimmy Jaldemark
College of Social Sciences Department of Education
University of Glasgow Mid Sweden University
Glasgow, UK Sundsvall, Sweden

Emmy Vrieling-Teunter Femke Nijland

Welten Institute Welten Institute
Research Centre for Learning, Teaching, Research Centre for Learning, Teaching,
and Technology and Technology
Open University of the Netherlands Open University of the Netherlands
Heerlen, The Netherlands Heerlen, The Netherlands

ISSN 2570-4524     ISSN 2570-4532 (electronic)

Research in Networked Learning
ISBN 978-3-030-18029-4    ISBN 978-3-030-18030-0 (eBook)
https://doi.org/10.1007/978-3-030-18030-0

© Springer Nature Switzerland AG 2019

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims
in published maps and institutional affiliations.

This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Foreword

From its early research days to the present day, networked learning has had two core
constituencies: that of higher education and that of post experience or professional
development. While the work of networked learning researchers and practitioners
now takes in other and wider constituencies, the focus on professional development
remains both important and significant.
Consequently, we very much welcome to the Springer Book Series on Research
in Networked Learning this current collection of chapters and their focus on net-
worked professional learning. This book is not only timely; it is also very topical
with its focus on the importance of new approaches to professional learning and,
more specifically, to the place of social innovation through networked professional
learning. This is particularly important at a time of constant change and complexity
when we find we are no longer designing professional learning for known problems
and solutions. Additionally, there is increasing awareness that we should be engag-
ing with societal problems or innovations in ways that develop informed digital citi-
zens and digital scholars.
The authors in this new book indicate that work is becoming more and more
complex and consequently professional people are needing to focus deeper on par-
ticular areas and develop more specialized skills. This often requires the develop-
ment of abilities to work together in teams and to share knowledge and skills in
order to solve complex problems. Continuous development in the workplace through
networked learning may be key to achieving this. Such themes as these run through-
out the chapters in this book, which brings together an insightful and refreshing
collection of ideas and approaches to the design and practice of networked profes-
sional learning.
As pointed out by Pedersen, Gislev, and Larsen in Chap. 6, to fulfil the task of
education, especially in higher education, learning must balance the old and the
new – what the world is and what it is to become – a sentiment that underpins much
of what is written in this excellent three-part collection. The chapters included here
encompass new forms of networked professional learning, the impact of profes-
sional learning on the academy and on higher education more widely, and, finally,
the value creation that networked learning offers education, teaching, and learning

v
vi Foreword

professionals. Taken together, these key features make this book an important read
and resource for anyone involved in professional development, whatever their con-
text or situation.

Vivien Hodgson
Lancaster University Management School
Lancaster, UK
David McConnell
Curtin University
Perth, Australia
Contents

  1 Networked Professional Learning: An Introduction����������������������������    1

Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter,
and Femke Nijland

Part I Networked Professional Learning Across the Professions

  2 Professional Learning in Open Networks: How Midwives
Self-Regulate their Learning in Massive Open
Online Courses ����������������������������������������������������������������������������������������   15
Annette Dalsgaard, Vasudha Chaudhari, and Allison Littlejohn
  3 New Educational Formats for Professional Development:
Accommodating the Invisible Learners ������������������������������������������������   37
Christian Dalsgaard and Tom Gislev
  4 Communities of Inquiry in Crisis Management Exercises������������������   55
Lena-Maria Öberg, Christina Amcoff Nyström, Allison Littlejohn,
and Emmy Vrieling-Teunter
Part II The Impact of Networked Professional Learning
on the Academy
  5 Networked Learning in, for, and with the World����������������������������������   71
Rikke Toft Nørgård, Yishay Mor, and Søren S. E. Bengtsen
  6 Learning in Hybrid Protopublic Spaces: Framework
and Exemplars������������������������������������������������������������������������������������������   89
Alex Young Pedersen, Francesco Caviglia, Tom Gislev,
and Anders Hjortskov Larsen
  7 Designs for Learning as Springboards for Professional
Development in Higher Education �������������������������������������������������������� 111
Ulla Konnerup, Thomas Ryberg, and Mia Thyrre Sørensen

vii
viii Contents

  8 Design Principles for Professional Networked Learning

in ‘Learning Through Practice’ Designs������������������������������������������������ 129
Jens Jørgen Hansen and Nina Bonderup Dohn
  9 Teachers’ Beliefs About Professional Development: Supporting
Emerging Networked Practices in Higher Education�������������������������� 147
Jimmy Jaldemark, Marcia Håkansson Lindqvist, and Peter Mozelius
Part III Networked Professional Learning in Teacher Learning
Groups
10 Learning to Teach in a Remote School Context: Exploring the
Organisation of Teachers’ Professional Development of Digital
Competence Through Networked Learning������������������������������������������ 167
Fanny Pettersson and Anders D. Olofsson
11 Value Creation in Teacher Learning Networks������������������������������������ 187
Daniël van Amersfoort, Monique Korenhof, Femke Nijland,
Maarten de Laat, and Marjan Vermeulen
12 Analysing Social Learning of Teacher-­Learning Groups
That Aim at Knowledge Creation���������������������������������������������������������� 207
Emmy Vrieling-Teunter, Iwan Wopereis, Antoine van den Beemt,
Maarten de Laat, and Saskia Brand-Gruwel
13 MakerSpaces in Schools: Networked Learning Among
Teachers to Support Curriculum-Driven Pupil Learning
in Programming �������������������������������������������������������������������������������������� 223
Maria Spante, Kristina Johansson, and Jimmy Jaldemark
14 Networked Professional Learning, Design Research
and Social Innovation������������������������������������������������������������������������������ 239
Peter Goodyear

Index������������������������������������������������������������������������������������������������������������������ 257
About the Authors

Søren S. E. Bengtsen is associate professor at the Centre for Teaching Development

and Digital Media, Aarhus University, Denmark, where he is also deputy director of
the Centre for Higher Education Futures. He has for the last 10 years researched
extensively into the philosophy of higher education, educational philosophy, and
researcher education and its pedagogies. He is the founder and coordinator of the
national SIG group for research and development into supervision and mentoring in
higher education (within the Danish Network for Educational Development in
Higher Education). Furthermore, he is the chair of the international academic asso-
ciation Philosophy and Theory of Higher Education Society (PaTHES). His recent
books include Doctoral Supervision: Organization and Dialogue (Aarhus University
Press, 2016) and The Thinking University: A Philosophical Examination of Thought
and Higher Education (coedited with Ronald Barnett, Springer Publishing, 2018).

Saskia Brand-Gruwel is professor of learning sciences and dean of the Faculty of

Psychology and Educational Sciences at the Open University of the Netherlands.
Her research interests include higher-order thinking, self-regulated learning, infor-
mation problem-solving, and instructional design using technology. In these areas,
she supervised and still guides several PhD students on these topics using also dif-
ferent qualitative and quantitative methodologies, like design-based research and
eye-tracking research. Furthermore, she is a teacher in the Master of Learning
Science of The Open University.

Francesco Caviglia is associate professor at the Centre for Teaching Development

and Digital Media, Aarhus University, Denmark, and an educational technologist
whose research focuses on advanced literacies – e.g., information problem-solving,
dialogic literacy, critical literacy, and data literacy – and their connection with con-
tent knowledge and cultural awareness. He teaches courses in “learning with digital
media” and “intercultural communication”.

Vasudha Chaudhari is a PhD candidate at the Institute of Educational Technology

(IET), The Open University, UK ­(https://iet.open.ac.uk/people/vasudha.chaudhari#

ix
x About the Authors

biography). Her research is funded by the Leverhulme Doctoral Scholarship

Programme, under the Open World Learning project (https://iet.open.ac.uk/proj-
ects/owl). Her research interests include self-regulated learning, professional learn-
ing, and design-based research methodology. Her dissertation research focuses on
development and implementation of technological scaffolding on proactive work
behaviour of finance professionals during times of uncertainty. As part of her PhD,
she is using design-based research methods for developing an LiU (Learning in
Uncertainty) app, which supports professionals’ proactive work behaviour through
personalized self-regulated learning strategies to be used during periods of uncer-
tainty. She has conducted impact events and workshops at the Chartered Institute for
Securities & Investment, London, to help finance professionals to recognize the
need for self-regulating their CPD activities during uncertain times. Apart from her
PhD activities, she has been an organizing committee member of CALRG
(Computers and Learning Research Group), which is one of the UK’s leading and
longest running research groups in the use of technologies in education.

Annette Dalsgaard is a PhD candidate at the Research Lab for IT and Learning
Design, Department of Learning and Philosophy, Aalborg University, Denmark.
She has a background as a midwife, a senior lecturer, and as an educational consul-
tant for continuing professional development (CPD) for health professionals and
has a special interest in developing learning designs for online learning and blended
learning in higher education and CPD for professionals that support collaboration
and interaction between the participants by using open educational resources, social
media, and learning technologies. Her research interests include professional learn-
ing, online learning, learning design, and learning in networks, and her dissertation
research focuses on professional learning in a massive open online course (MOOC).
With a design-based research approach, she has designed the first international
MOOC, which was held in 2015 with 2098 participants, targeted at midwives (www.
moocformidwives.com). Apart from her PhD activities, she has been a member of
the organizing committee for the Virtual International Day of the Midwife (VIDM)
Conference, an annual international 24-hour synchronous online conference pre-
senting research in midwifery and maternity care, since 2010 and has played a key
role in designing the conference rooms and in analysing attendance data.

Christian Dalsgaard is associate professor in online education and research pro-

gramme director at the Centre for Teaching Development and Digital Media, Aarhus
University, Denmark. His area of research is educational technology, which primar-
ily concerned with the study of unique learning potentials of the Internet, especially
on open-ended learning resources and learning environments which support self-­
governed activities of students. It includes studies of personal learning environ-
ments, ubiquitous learning, open education, and MOOCs. He has published articles
within the fields of learning theory, online learning, personal learning environments,
digital learning resources, and mobile learning. Recently, he has participated in the
European projects HOME (Higher education Online: MOOCs the European way,
2014–2016) and Boldic OLRO (Open Learning Resources Online, 2013–2015) and,
About the Authors xi

currently, is involved in the European project EMBED (European Maturity Model

for Blended Education, 2017–2020) and leader of the national research project
DiDaK (Digital literacy and competence development, 2017–2020).

Maarten de Laat is the director of learning, teaching, and curriculum at the

University of Wollongong. His work is inspired by social learning, teacher profes-
sional development, and networked learning theory including the use of digital tech-
nologies to design and facilitate learning in interactive, learner-centred, online
learning environments. He supervises PhD students in this area and has published
extensively on networked learning, teacher professional development, and learning
analytics in international research journals, books, and conferences. He is co-chair
of the International Networked Learning Conference as well as of the Minitrack on
Learning in Digital and Social Media at the HICSS Conference and is a member of
the editorial board for the journal Postdigital Science and Education.

Nina Bonderup Dohn is professor of learning and ICT at the Department of Design
and Communication, University of Southern Denmark. She holds a DrPhil
(Habilitation) in educational philosophy with the thesis Epistemological concerns –
querying the learning field from a philosophical point of view from the University of
Southern Denmark, a PhD in learning theory from Aalborg University, and an MA in
philosophy and physics from Aarhus University. She is the head of the research pro-
gramme Learning, Design and Digitalization, associate chair at the Danish Institute
of Advanced Study (D-IAS), and member of the Committee for the Networked
Learning Conference. She has twice been a visiting scholar at the Centre of Research
in Learning and Innovation in 2018 and in 2013–2014 and at the Department of
Philosophy, University of California, Berkeley, in 2000–2001 and again in 2009–
2010. Her main research areas integrate epistemology, learning sciences, web com-
munication, and technology-mediated learning with a focus on the role of tacit
knowledge. Currently, she is taken up with questions concerning the situatedness of
knowledge in practice, how knowledge transforms across contexts to be resituated
in new ones, and how researchers and educators in collaboration can design for such
knowledge transformation and resituation. She has been involved in several action
research projects and design-based research projects within this field and is leader
of the research project Designing for situated knowledge in a world of change,
funded by the Danish Council for Independent Research.

Tom Gislev is an educational designer at the Centre of Teaching Development and

Digital Media, Aarhus University, Denmark. He holds a master in ICT-based educa-
tional design, and his areas of interest are learning and educational opportunities
presented by the Internet and how to capture them in formats that are presentable to
others in both formal and informal settings. He is also interested in dialectical rela-
tions between educational technology and educational practices and the ways they
shape each other. His work includes design of online master courses, open educational
resources, MOOCs, and online professional development programmes. His teaching
xii About the Authors

lies within the master programme of ICT-based educational design and includes
supervision of master thesis within the field of educational technology.

Peter Goodyear is a professor of education at The University of Sydney. He was

founding co-director of the university’s Centre for Research on Learning and
Innovation (CRLI). His research interests include professional education, net-
worked learning, and educational design. His most recent books are Epistemic
Fluency and Professional Education: Innovation, Knowledgeable Action and
Actionable Knowledge (with Lina Markauskaite, 2017, Springer), Place-Based
Spaces for Networked Learning (with Lucila Carvalho, 2017, Routledge), and
Spaces of Teaching and Learning: Integrating Perspectives on Research and
Practice (with Rob Ellis, 2018, Springer). He is currently working with Rob Ellis
on The education ecology of universities (Routledge/SRHE, 2019) and was awarded
a Senior Fellowship of the Australian Learning and Teaching Council in 2008 and
an Australian Research Council Laureate Fellowship in 2010.

Jens Jørgen Hansen is associate professor of knowledge communication at the

Department of Design and Communication, University of Southern Denmark. His
areas of research are digital literacy, digital learning technologies, and design of
learning environments. Currently, he is leader of the research project Designing
instruction technology for developing academic literacy (2017–2019) and Digital
literacy in schools (2014–2018). Furthermore, he participates in the research project
Designing for situated knowledge in a world of change, funded by the Danish
Council for Independent Research. He has published articles within the field of digi-
tal literacy, teachers’ skills in a networked world, portfolio pedagogic, theory on
design for learning, pedagogic of online counselling, use of iPads in education, and
theory on learning technologies.

Anders Hjortskov Larsen is teaching developer and teacher (Cand. Public) at the
Centre for Teaching Development and Digital Media, Aarhus University, Denmark,
where he is also the editor of the online education resources AU Educate and
Studypedia. He works with different areas of teaching development, knowledge
sharing, digital media in teaching, combining online and physical teaching elements,
and blended learning, which are connected with examples of practice and experi-
mentation with teaching formats in different areas of the humanities.

Marcia Håkansson Lindqvist is a senior lecturer at the Department of Education

at Mid Sweden University, Campus Sundsvall. At present, her teaching lies within
the behavioural science programme and the national programme for school leaders
and in courses in higher education and flexible learning and takes place in online,
blended, and campus-based courses. Her research interests include mobile technol-
ogy and technology-enhanced learning (TEL) from the student, teacher, and school
leader perspectives and for schools as organizations. How technology can be used
to support reflective, meaningful learning is a strong area of interest. This includes
About the Authors xiii

the study of the conditions for TEL in classrooms and schools through collaboration,
networking, and support for teachers and school leaders in their work with the
uptake and use of mobile technologies. Her ongoing research projects include stud-
ies regarding the uptake and use of mobile technologies and related professional
development for teachers and school leaders in several different contexts, such as
university teaching, schools, and preschools. One special area of interest is school
leaders’ leadership as an important aspect of supporting beneficial conditions for
the uptake and use of mobile technologies for students and teachers in schools as
well as schools as organizations.

Jimmy Jaldemark is associate professor at the Department of Education, Mid

Sweden University, Sundsvall, Sweden. He has worked within the field of
technology-­enhanced learning (TEL) for more than 20 years. He is the leader of a
research group called Higher Education and E-Learning (HEEL), which involves
scholars from Umeå University and the Royal Institute of Technology, Stockholm,
in addition to researchers from Mid Sweden University. The research within this
group focuses on networked, mobile, and collaborative aspects of learning in higher
education. Since 2013, he has led an international virtual research seminar that
embraces issues within the field of TEL in higher education, which he founded.
Within the field of TEL, he is also engaged in writing, editing, and reviewing papers
in 14 scientific journals. He recently published a special issue in the British Journal
of Educational Technology with the theme “Collaborative learning enhanced by
mobile technologies”. He also is a co-founder of a national research school called
GRADE (GRAduate school for Digital technologies in Education), which is funded
by the Swedish Research Council and affiliated the first doctoral students in 2018. In
earlier work, he has focused on various issues, such as participation in computer-­
mediated communication, designing for learning, educational technology, networked
learning, online supervision of student dissertations, social media as a tool for
learning, and mobile learning.

Kristina Johansson is associate professor in education with a specialization in

work integrated learning at the Department of Social and Behavioural Studies,
University West. She is an assistant research leader for the LINA (learning in and
for the new work life) institute which is a multidisciplinary group with approxi-
mately 50 senior researchers and 20 PhD students who work with societal phenom-
enon such as digitalization, e-health, migration, and industrial work integrated
learning. Her own research interests are on students’ learning in different contexts
and the transition between HE and WL. Furthermore, she is participating in an inter-
national research collaboration concerning work integrated learning (WIL), in
which they study the differences between WIL study programmes and other study
programmes, regarding students’ self-efficacy, study techniques, perceptions of
social media, etc., with the goal to find out what the students can gain from the study
within WIL and how WIL can be developed. The follow-up project 2018 will focus
on gender differences in WIL designs.
xiv About the Authors

Ulla Konnerup is assistant professor in learning, ICT, and virtuality at the

Department of Communication and Psychology, Aalborg University, Denmark.
She holds a PhD in technology-mediated speech therapy and a master in ICT and
learning. She has been a visiting researcher at H-STAR, Stanford University (2012);
has been engaged as network coordinator for a network of eLearning (NoEL),
Aalborg University; and has been educationally responsible for the master pro-
gramme, ICT, and learning (MIL, 2009–2013). Her main research field is related to
how digital technologies change learning, recognition, and identity formation. With
a background as speech therapist within special education, she has a special focus
on technology-enhanced learning for people with special needs.

Monique Korenhof is an educationalist who works as an educational leader at

ROC Leeuwenborgh in Maastricht, the Netherlands. Previously, she worked as a
teacher and project manager at the Open University of the Netherlands with a spe-
cial interest in networked learning among teachers. In her current position, her
research focuses on personalized learning, ICT/media literacy, and e-inclusive
education.

Allison Littlejohn is dean for learning and teaching, College of Social Sciences,
University of Glasgow, UK. Her research spans professional and digital learning.
She works with professional organizations, public sector organizations, and multi-
national companies across different sectors, including Energy, Finance, Health,
International Development, and Education. She has held chairs in four UK universi-
ties: the University of Glasgow, The Open University, Glasgow Caledonian
University, and the University of Dundee. She was senior researcher in knowledge
innovation, and development for Royal Dutch Shell 2008–2010; has been a princi-
pal investigator or senior scientist on over 40 research projects funded by organiza-
tions, including the Economic and Social Research Council, the European
Commission, the Bill & Melinda Gates Foundation, the Energy Institute, British
Petroleum, the Higher Education Academy, Jisc, the Higher Education Funding
Council for England, and the Scottish Funding Council; and has published over 200
articles.

Yishay Mor is the head of the Centre for Innovation and Excellence in Teaching at
the Levinsky College of Education, Tel Aviv, and an independent consultant in
educational innovation and technology. Previously, he was the educational design
scientist at PAU Education, Barcelona, and a senior lecturer at the Institute of
Educational Technology, The Open University, UK. His main areas of expertise are
learning design, educational design research, and teacher professional develop-
ment – which are combined in his work on Design Inquiry of Learning and the
Learning Design Studio. He has led the Open Learning Design Studio MOOC,
acted as advisor to several other MOOCs, and guest edited a special issue of eLearn-
ing papers on “MOOCs and beyond”. At PAU Education, he designed and led the
incubator programme of the Open Education Challenge. He also has published
extensively, has participated in multiple EU- and UK-funded projects, had founded
About the Authors xv

the STELLAR network of excellence Learning Design Grid theme team, and has
conducted scores of learning design workshops for educational practitioners. He is
the coeditor of the book The Art & Science of Learning Design, which brings
together key motifs in current thinking on learning design, and the book Practical
Design Patterns for Teaching and Learning with Technology, which offers a ground-­
breaking approach to bridging the gap between theory and practice in education. He
has edited special issues of several journals, including Research in Learning
Technology and British Journal of Educational Technology. He was editor in chief of
eLearning papers. His initial training was as a computer scientist. Having completed
his MSc in multi-agent systems, he worked for several years as a senior software
engineer, before shifting his path to educational research. His PhD thesis “A Design
Approach to Research in Technology Enhanced Mathematics Education” won the
second TELEARC award for PhD excellence (https://www.yishaymor.org).

Peter Mozelius is a Postdoc researcher at the Department of Computer and System

Science, Mid Sweden University, Östersund, Sweden. He has, during the last two
decades, worked as a teacher in software engineering at various universities where
he has developed about 20 courses. His research interests are in the areas of
technology-­enhanced learning (TEL), game-based learning (GBL), and information
and communication technologies for development (ICT4D) with around 100 publi-
cations during the last decade. Aside from several international collaborations, he is
also part of the research group called Higher Education and E-Learning (HEEL),
which involves scholars from Umeå University and the Royal Institute of Technology,
Stockholm, in addition to researchers from Mid Sweden University. Other ongoing
projects at the Mid Sweden University are the evaluation of the active learning
classrooms (ALCs) and a recently started initiative for developing a testbed for
distributed e-health. In the fields of TEL, GBL, and ICT4D, he is reviewing articles
for three journals and four conferences. For the European Conference on Game-­
Based Learning, he has chaired several specialized tracks and, during the last
2 years, the sessions for “Game-Based Learning Approaches for Learning
Programming”. He is currently working with the development of a course for pro-
fessional development of primary and secondary school teachers aligned to the
introduction of programming as a part of mathematics and technology in Swedish
schools. A brief CV and a list of recent publications can be found on https://www.
miun.se/en/personnel/petermozelius/.

Femke Nijland is assistant professor at the Welten Institute, Research Center for
Learning, Teaching, and Technology, at the Open University of the Netherlands.
Her research focuses on how educational professionals create knowledge in verbal
interaction in informal settings such as networks and communities. In addition, she
studies how these professionals create value in these processes, both for themselves
and for their stakeholders.

Rikke Toft Nørgård is associate professor of educational design and technology

at the Centre for Teaching Development and Digital Media, Aarhus University,
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