Place-Based Spaces for Networked Learning

With the boundaries of place softened and extended by digital communications technologies, learning in a networked society necessitates new distributions of activity across time, space, media, and people; and this development is no longer exclusive to formally designated spaces such as school classrooms, lecture halls, or research laboratories. Place-based Spaces for Networked Learning explores how qualities of physical places make both formal and informal education in a networked society possible. Through a series of investigations and case studies, it illuminates the structural composition and functioning of complex learning environments. This book offers a wealth of key design elements and attributes for productive learning that educational designers can reuse in multiple contexts. The chapters examine how places are modified, expanded, or supplemented by networking technologies and practices in order to create spaces in which learners can collaboratively develop new understandings, connections, and capabilities. Utilizing a range of diverse but complementary perspectives from anthropology, archaeology, architecture, geography, psychology, sociology, and urban studies, Place-based Spaces for Networked Learning addresses how material places and digital spaces are understood; how sense can be made of new assemblages and configurations of tasks, tools, and people; how the real-time analysis of new flows of data can inform and entertain users of a space; and how access to the digital realm changes our experiences with both places and other people.

Preface Acknowledgements Chapter 1. Place, space and networked learning Lucila Carvalho, Peter Goodyear and Maarten de Laat Chapter 2. Placing focus in the place-based spaces for networked learning David Ashe and Nina Bonderup Dohn Chapter 3. Educational design and birds on trees Ana Pinto Chapter 4. A study of correspondence, dissonance and improvisation in the design and use of a school-based networked learning environment Pippa Yeoman Chapter 5. Finding the spaces in-between: learning as a social material practice Jos Boys Chapter 6. Students physical and digital sites of study: making, marking and breaking boundaries Lesley Gourlay and Martin Oliver Chapter 7. The sonic spaces of online, distance learners Michael Sean Gallagher, James Lamb and Sian Bayne Chapter 8. Is there anybody out there? Place-based networks for learning: Netmap a tool for accessing hidden informal learning networks Maarten de Laat and Shane Dawson Chapter 9. Networked places as communicative resources: a social-semiotic analysis of a re-designed university library Louise J. Ravelli and Robert J. McMurtrie Chapter 10. Building bridges: design, emotion and museum learning Maree Stenglin Chapter 11. The O in MONA: reshaping museum spaces Lucila Carvalho Chapter 12. Practicalities of developing and deploying a handheld multimedia guide for museum visitors Nigel Linge, Kate Booth and David Parsons Chapter 13. Citizen Cartographer Juliet Sprake and Peter Rogers Chapter 14. Designing hubs for connected learning: social, spatial and technological insights from Coworking, Hackerspaces and Meetup groups Mark Bilandzic and Marcus Foth Chapter 15. Spaces enabling change: x-lab and science education 2020 Tina Hinton, Pippa Yeoman, Leslie Ashor and Philip Poronnik Chapter 16. Translating translational research on space design from the health sector to higher education – lessons learnt and challenges revealed Robert A. Ellis and Kenn Fisher Chapter 17. Conclusion – Place-Based Spaces for Networked Learning: Emerging Themes and Issues Peter Goodyear, Lucila Carvalho, Vivien Hodgson and Maarten de Laat Author Biographies Index

Lucila Carvalho is a Research Fellow in the Centre for Research on Learning and Innovation at the University of Sydney, Australia. Her Ph.D. combined research in design, learning technology and the sociology of knowledge. She has studied and carried out research in Australia, New Zealand, the UK and Brazil. She has published and presented her work at various international conferences in the fields of education, sociology, systemic functional linguistics, design and software engineering. Peter Goodyear is Professor of Education and Co-Director of the Centre for Research on Learning and Innovation at the University of Sydney, Australia. He has been carrying out research in the field of learning and technology since the early 1980s, working in the UK, Europe and Australia. He has published eight books and over 100 journal articles and book chapters. Maarten de Laat is Professor of Professional Development in Social Networks at the Welten Institute of the Open University of the Netherlands. His research concentrates on exploring social learning strategies and networked relationships that facilitate learning and professional development. He has published and presented his research extensively in international research journals, books and conferences. He is co-chair of the biannual International Networked Learning Conference.