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‘Here Be Dragons’: Approaching Difficult Group Issues in Networked Learning

  • Linda PerritonEmail author
  • Michael Reynolds
Chapter
Part of the Research in Networked Learning book series (RINL)

Abstract

Participative designs for learning are commonly advocated in networked learning whether generally as ‘collaborative’ approaches to learning or more specifically in the form of models such as the ‘learning community’. Such designs are likely to involve students and teachers in any of the complexities associated with collective endeavour: whether interpersonal, social, cultural or political. In non-virtual education, there is a long tradition of theoretical frameworks but there appears to have been less work of this kind specifically in relation to group work within VLEs. It is as if the tradition of participative pedagogy has found a home within the domain of networked learning but ideas that could be necessary in understanding the dynamics generated within such pedagogies have been left behind. In this chapter we move away from an exclusively virtual framework through which to examine social dynamics in order to mine a richer seam of material for making sense of group dynamics. We use a variation on Potter’s (1979) idea of the ‘dilemmas’ likely to be experienced by members of learning groups, to construct a framework through which diverse interpretations can be accommodated in making sense of online dynamics.

Keywords

Online Discussion Network Learning Tutor Group Interpretive Framework Actor Network Theory 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.The York Management SchoolUniversity of YorkYorkUK
  2. 2.Lancaster University Management SchoolLancaster UniversityLancasterUK

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