Abstract
The main purpose of this chapter is to explore the idea of conceptualising networked learning, not as a kind of human activity, but as a way of viewing human activities. This idea is explored by outlining four metaphors of society that are named the biosphere, the distorted reality, the community, and the market. The metaphors are used as foundations for four different frames that can be used when studying or design for networked learning. Each metaphor introduces its own system of concepts, and the corresponding frame consequently directs attention in a certain way and raises certain kinds of questions. It is suggested that explicating frames in this way could help practitioners and researchers to make their approach to networked learning visible and to move beyond what has been called the impasse of ideology in the field of networked learning, since it may encourage discussions about different knowledge interests and objectives. It is also noted that by combining several frames, it may be possible to approach networked learning in a more thoughtful, nuanced, and well-balanced way. The hope with this is to promote collaborations and connections between the field of networked learning and other fields.
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Notes
- 1.
The four frames in this chapter were originally introduced in a chapter about the institutional field of higher education in a textbook about teaching and learning in higher education (Brandén, 2022).
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Brandén, H. (2023). Framing Networked Learning. In: Dohn, N.B., Jaldemark, J., Öberg, LM., Håkansson Lindqvist, M., Ryberg, T., de Laat, M. (eds) Sustainable Networked Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-031-42718-3_12
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