Networked learning in, for, and with the world

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With the so-called ‘Mode 3’ university as overarching framework (Barnett, 2004; Bengtsen & Nørgård, 2016; Barnett & Bengtsen, 2017; Nørgård, Olesen & Toft-Nielsen, 2018) this chapter considers how traditional forms of and formats for teaching and learning within higher education can be rethought, reconfigured, and redesigned in order to facilitate valuable, meaningful and relevant hybrid networked learning in, for, and with the world. What it means to ‘be’ a university is changing and the university is a ‘being’ that in itself is changing (Barnett, 2011), something also offering challenges, opportunities, and potentials to the teaching and learning that takes place at the university. Through history, and across different present national contexts and cultures, the ‘being’ of the university and its livelihood and mandate has changed (Wright, 2016; Barnett, 2018). Through these transformations where the university either voluntarily or by force has sloughed its skin, the roles, relations, and meaning of teaching and learning has had to change with it. This is the case both when it comes to the inherent meaning of what it means to teach and learn in higher education, and when it comes to what it means to ‘be’ in higher education. In the following sections, we will describe these transformations of university being, before considering some of the new challenges, opportunities, and potentials of teaching and learning in and through hybrid networks in the Mode 3 institution.
OriginalsprogEngelsk
TitelNetworked professional learning : emerging and equitable discourses for professional development
RedaktørerAllison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland
UdgivelsesstedCham
ForlagSpringer
Udgivelsesårjun. 2019
Sider71-88
ISBN (trykt)978-3-030-18029-4
ISBN (Elektronisk)978-3-030-18030-0
DOI
StatusUdgivet - jun. 2019
SerietitelResearch in Networked Learning

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