The networked student: contextualizing scientific knowledge for educational practice

Abstract: To study how stimulating networked learning in a formal education program contributes to teachers’ meaning making and their contextualizing of scientific knowledge for their educational practice, a pilot was conducted. In an online distance learning course for teachers aspiring an academic degree in Educational Sciences principles of networked learning were applied to course design in a three-phase intervention: (1) creating of network awareness, (2) providing learners with tools for developing networking skills and (3) assessing of the value created in the network throughout the course. By combining Social Network Analysis and a value creation perspective on learning, teachers meaning making processes between scientific knowledge and the applicability of this knowledge in their everyday educational practice were reconstructed. This short paper provides an overview of the design of the study, results expected December 2017.