This book provides cutting-edge research on networked learning, focusing on issues of sustainability in design for learning, data use, and networked learning connections. It contributes novel theoretical perspectives on networked learning, its role in society and potential for sustainable learning design. It further contributes a set of exemplary empirical cases - exemplary in terms of their innovative learning designs, pedagogical use of technology in connecting learners, and/or critical reflections on implications of utilizing different technologies to support learning. The book is organized into four main sections: 1) Data and datafication, 2) Sustainable learning design, 3) Sociological perspectives on Networked Learning, and 4) Networked learning in times of lockdown. Concluding the book is a final chapter which points to emerging issues within the field of networked learning, based on discussion of perspectives from the chapters The book's focus on the nature of learning and technology-mediated interactions makes it of prime significance to researchers and practitioners in the field of technology-supported teaching and learning.

Sustainability applied to networking is about treating professional support and assistance like a resource, and creating more of it than you take. Written for an international STEM audience, Sustainable Networking for Scientists and Engineers discusses how to create success and mutually beneficial professional relationships.

Aims to outline major elements related to the sustainability of Networked Collaborative Learning (NCL). After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, this work proposes a multidimensional model for the sustainability of NCL.

The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.

Reimagining Digital Learning for Sustainable Development is a comprehensive playbook for education leaders, policy makers, and other key stakeholders leading the modernization of learning and development in their institutions as they build a high value knowledge economy and prepare learners for jobs that don't yet exist. Currently, nearly every aspect of human activity, including the ways we absorb and apply learning, is influenced by disruptive digital technologies. The jobs available today are no longer predicators of future employment, and current and future workforce members will need to augment their competencies through a lifetime of continuous upskilling and reskilling to meet the demands of the Fourth Industrial Revolution. This book features curated insights and real-world cases from thought leaders throughout the world and identifies major shifts in content formats, pedagogic approaches, technology frameworks, user and design experiences, and learner roles and expectations that will reshape our institutions, including those in emerging economies. The agile, lean, and cost-effective strategies proposed here will function in scalable and flexible bandwidth environments, enabling education leaders and practitioners to transform brick-and-mortar learning organizations into digital and blended ecosystems and to achieve the United Nation’s ambitious Sustainable Development Goals by 2030. Chapter 18 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

Education for Sustainable Development (ESD) is globally acknowledged as a powerful driver of change, empowering learners to make decisions and take actions needed to build a just and economically viable societ y respect ful of both the environment and cultural diversit y.

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

Support in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. Sustainability in Higher Education provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includes chapter contributions from authors who have provided case studies on various areas of education for sustainability. - Focus on sustainability - Present studies in aspects related with higher education - Explores a variety of educational aspects from an sustainable perspective