Learning in hybrid protopublic spaces: framework and exemplars

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

Standard

Learning in hybrid protopublic spaces : framework and exemplars. / Pedersen, Alex Young; Caviglia, Francesco; Gislev Kjærsgaard, Tom; Larsen, Anders Hjortskov.

Networked professional learning: emerging and equitable discourses for professional development. red. / Allison Littlejohn; Jimmy Jaldemark; Emmy Vrieling-Teunter; Femke Nijland. Cham : Springer, 2019. s. 89-110 (Research in Networked Learning, Bind 6).

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

Harvard

Pedersen, AY, Caviglia, F, Gislev Kjærsgaard, T & Larsen, AH 2019, Learning in hybrid protopublic spaces: framework and exemplars. i A Littlejohn, J Jaldemark, E Vrieling-Teunter & F Nijland (red), Networked professional learning: emerging and equitable discourses for professional development. Springer, Cham, Research in Networked Learning, bind 6, s. 89-110. https://doi.org/10.1007/978-3-030-18030-0_6

APA

Pedersen, A. Y., Caviglia, F., Gislev Kjærsgaard, T., & Larsen, A. H. (2019). Learning in hybrid protopublic spaces: framework and exemplars. I A. Littlejohn, J. Jaldemark, E. Vrieling-Teunter, & F. Nijland (red.), Networked professional learning: emerging and equitable discourses for professional development (s. 89-110). Cham: Springer. Research in Networked Learning, Bind. 6 https://doi.org/10.1007/978-3-030-18030-0_6

CBE

Pedersen AY, Caviglia F, Gislev Kjærsgaard T, Larsen AH. 2019. Learning in hybrid protopublic spaces: framework and exemplars. Littlejohn A, Jaldemark J, Vrieling-Teunter E, Nijland F, red. I Networked professional learning: emerging and equitable discourses for professional development. Cham: Springer. s. 89-110. (Research in Networked Learning, Bind 6). https://doi.org/10.1007/978-3-030-18030-0_6

MLA

Pedersen, Alex Young o.a.. "Learning in hybrid protopublic spaces: framework and exemplars"., Littlejohn, Allison og Jaldemark, Jimmy Vrieling-Teunter, Emmy Nijland, Femke (red.). Networked professional learning: emerging and equitable discourses for professional development. Cham: Springer. (Research in Networked Learning, Bind 6). 2019, 89-110. https://doi.org/10.1007/978-3-030-18030-0_6

Vancouver

Pedersen AY, Caviglia F, Gislev Kjærsgaard T, Larsen AH. Learning in hybrid protopublic spaces: framework and exemplars. I Littlejohn A, Jaldemark J, Vrieling-Teunter E, Nijland F, red., Networked professional learning: emerging and equitable discourses for professional development. Cham: Springer. 2019. s. 89-110. (Research in Networked Learning, Bind 6). https://doi.org/10.1007/978-3-030-18030-0_6

Author

Pedersen, Alex Young ; Caviglia, Francesco ; Gislev Kjærsgaard, Tom ; Larsen, Anders Hjortskov. / Learning in hybrid protopublic spaces : framework and exemplars. Networked professional learning: emerging and equitable discourses for professional development. red. / Allison Littlejohn ; Jimmy Jaldemark ; Emmy Vrieling-Teunter ; Femke Nijland. Cham : Springer, 2019. s. 89-110 (Research in Networked Learning, Bind 6).

Bibtex

@inbook{645255d7cba545f4b8ae4d73c7574d1d,
title = "Learning in hybrid protopublic spaces: framework and exemplars",
abstract = "This chapter proposes a framework for the analysis of collaborative inquiry in hybrid protopublic spaces that broadens the perspective on networked professional learning. The theoretical assumptions and the primary sources of inspiration from different lines of research for the framework are presented. By focusing on the theoretical grounding, we identify three interconnected assumptions that function as building blocks for these practices. The notion of ‘collaborative inquiry’ and its expansion into ‘connected curriculum’ are combined with the idea of ‘hybrid protopublic spaces’ as potential sites of learning at the boundaries of higher education and beyond. The main finding of this explorative study is the identification of various categories and parameters that constitute the framework. These include multiple connections, modes of knowledge, role models and spaces of application. Three exemplars of hybrid learning spaces are provided and analysed within the proposed framework: an open online course, an open journal and a civic data hackathon. Opportunities and challenges about creating new and supporting existing spaces for collaborative inquiry that connect higher education with society in different ways are discussed. The chapter concludes with directions for future work for incorporating these spaces into existing practices and possibly using the framework for the design of new practices.",
keywords = "Hybrid Education, networked learning, protopublic",
author = "Pedersen, {Alex Young} and Francesco Caviglia and {Gislev Kj{\ae}rsgaard}, Tom and Larsen, {Anders Hjortskov}",
year = "2019",
doi = "10.1007/978-3-030-18030-0_6",
language = "English",
isbn = "978-3-030-18029-4",
series = "Research in Networked Learning",
publisher = "Springer",
pages = "89--110",
editor = "Allison Littlejohn and Jaldemark, {Jimmy } and Emmy Vrieling-Teunter and Femke Nijland",
booktitle = "Networked professional learning",

}

RIS

TY - CHAP

T1 - Learning in hybrid protopublic spaces

T2 - framework and exemplars

AU - Pedersen, Alex Young

AU - Caviglia, Francesco

AU - Gislev Kjærsgaard, Tom

AU - Larsen, Anders Hjortskov

PY - 2019

Y1 - 2019

N2 - This chapter proposes a framework for the analysis of collaborative inquiry in hybrid protopublic spaces that broadens the perspective on networked professional learning. The theoretical assumptions and the primary sources of inspiration from different lines of research for the framework are presented. By focusing on the theoretical grounding, we identify three interconnected assumptions that function as building blocks for these practices. The notion of ‘collaborative inquiry’ and its expansion into ‘connected curriculum’ are combined with the idea of ‘hybrid protopublic spaces’ as potential sites of learning at the boundaries of higher education and beyond. The main finding of this explorative study is the identification of various categories and parameters that constitute the framework. These include multiple connections, modes of knowledge, role models and spaces of application. Three exemplars of hybrid learning spaces are provided and analysed within the proposed framework: an open online course, an open journal and a civic data hackathon. Opportunities and challenges about creating new and supporting existing spaces for collaborative inquiry that connect higher education with society in different ways are discussed. The chapter concludes with directions for future work for incorporating these spaces into existing practices and possibly using the framework for the design of new practices.

AB - This chapter proposes a framework for the analysis of collaborative inquiry in hybrid protopublic spaces that broadens the perspective on networked professional learning. The theoretical assumptions and the primary sources of inspiration from different lines of research for the framework are presented. By focusing on the theoretical grounding, we identify three interconnected assumptions that function as building blocks for these practices. The notion of ‘collaborative inquiry’ and its expansion into ‘connected curriculum’ are combined with the idea of ‘hybrid protopublic spaces’ as potential sites of learning at the boundaries of higher education and beyond. The main finding of this explorative study is the identification of various categories and parameters that constitute the framework. These include multiple connections, modes of knowledge, role models and spaces of application. Three exemplars of hybrid learning spaces are provided and analysed within the proposed framework: an open online course, an open journal and a civic data hackathon. Opportunities and challenges about creating new and supporting existing spaces for collaborative inquiry that connect higher education with society in different ways are discussed. The chapter concludes with directions for future work for incorporating these spaces into existing practices and possibly using the framework for the design of new practices.

KW - Hybrid Education

KW - networked learning

KW - protopublic

U2 - 10.1007/978-3-030-18030-0_6

DO - 10.1007/978-3-030-18030-0_6

M3 - Book chapter

SN - 978-3-030-18029-4

T3 - Research in Networked Learning

SP - 89

EP - 110

BT - Networked professional learning

A2 - Littlejohn, Allison

A2 - Jaldemark, Jimmy

A2 - Vrieling-Teunter, Emmy

A2 - Nijland, Femke

PB - Springer

CY - Cham

ER -