This book is a major contribution to the field of networked learning and provides the most comprehensive examination and analysis to date of its place in education in a networked society. As Chris Jones comments in his conclusion, at root the book argues for a relational view of learning through which networked learning can deal with the new mobility and from which networked learning can take its next steps by designing educational opportunities for citizens in an increasingly complex network society. In this book Chris Jones clearly identifi es and differentiates networked learning as a specifi c fi eld of research and scholarship that is broadly based on social theories of learning. The book explores the relationship between digital and network technologies, learning and social life. We are not aware of any other book on networked learning that does what Chris Jones does here, nor of any book that does it so thoroughly. He examines the broad themes of networks, networking and networked learning as seen or experienced by institutions, through the use of infrastructures (the socio-material contexts), as well as perspectives and experiences of the human elements of academics and students. It’s a broad sweep, taking the reader through the major components of networked learning as we experience them today.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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