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The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes ...
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.