Networked eLearning and Collaborative Knowledge Building: Design and Facilitation
Elsebeth Korsgaard Sorensen, Dept. of Communication; Aalborg University, Denmark
CITE Journal Volume 4, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper addresses the core goals for educators to stimulate participation across diversity (including life trajectories and culture) and motivate learners to engage in negotiation of meaning and knowledge building dialogue in the processes of networked learning. The paper reports on a Danish masters online course on networked learning for educators that attempted to realize these goals. The participating teacher learned important methods, including moderation, through experience, guided by a teacher educator whose instructional design was based on communities of practice for participants with different backgrounds, cultures, age, and prerequisites in a shared learning endeavor on the Web. The experience supports a twofold foundation for instructional design: the learning theoretical concept of Etienne Wenger (1998) and an orientation toward participant cultures in terms of experiences and competencies, in order to facilitate collaborative knowledge building online.
Sorensen, E.K. (2005). Networked eLearning and Collaborative Knowledge Building: Design and Facilitation. Contemporary Issues in Technology and Teacher Education, 4(4), 446-455. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 26, 2023 from https://www.learntechlib.org/primary/p/6044/.
© 2005 Society for Information Technology & Teacher Education
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Cited ByView References & Citations Map
Interconnecting networks of practice for professional learning
Julie Mackey, University of Canterbury; Terry Evans, Deakin University
The International Review of Research in Open and Distributed Learning Vol. 12, No. 3 (Jan 11, 2011) pp. 1–18
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