Social Network Informed Design for Learning with Educational TechnologyCaroline Haythornthwaite (University of British Columbia, Canada) and Maarten De Laat (Ruud de Moor Centrum, Open Universiteit Nederland, The Netherlands)
Copyright © 2012. 23 pages.
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DOI: 10.4018/978-1-61350-080-4.ch018, ISBN13: 9781613500804, ISBN10: 1613500807, EISBN13: 9781613500811 Sample PDFCite Chapter
MLA
Haythornthwaite, Caroline and Maarten De Laat. "Social Network Informed Design for Learning with Educational Technology." Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. IGI Global, 2012. 352-374. Web. 23 May. 2012. doi:10.4018/978-1-61350-080-4.ch018
APA
Haythornthwaite, C., & De Laat, M. (2012). Social Network Informed Design for Learning with Educational Technology. In A. Olofsson, & J. Lindberg (Eds.), Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching (pp. 352-374). Hershey, PA: Information Science Reference. doi:10.4018/978-1-61350-080-4.ch018
Chicago
Haythornthwaite, Caroline and Maarten De Laat. "Social Network Informed Design for Learning with Educational Technology." In Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, ed. Anders D. Olofsson and J. Ola Lindberg, 352-374 (2012), accessed May 23, 2012. doi:10.4018/978-1-61350-080-4.ch018
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 | | TopAbstractThis chapter discusses and illustrates how knowledge of social networks can be used to inform social and technical design for learning and teaching in higher education. The chapter introduces the social network perspective and how this can be used to explore learning. It shows how a relational approach can be used to explore the basis of learning ties, uncover social roles and positions, and form a basis for a network’s social capital. This is followed by a discussion of current research directions illustrating how this approach can be applied in education. This research indicates how knowledge of informal learning networks can facilitate informed design for learning, teaching, and professional development. TopComplete Chapter List|
1.
| The Influence Upon Design of Differing Conceptions of Teaching and Learning with Technology
(pages 1-20)
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2.
| The Outcomes-Based Approach: Concepts and Practice in Curriculum and Educational Technology Design
(pages 21-37)
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3.
| Instructional Design for Technology-Based Systems
(pages 38-56)
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4.
| The Next Generation: Design and the Infrastructure for Learning in a Mobile and Networked World
(pages 57-78)
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5.
| Using Online Data for Student Investigations in Biology and Ecology
(pages 80-100)
Nancy M. Trautmann (Cornell Lab of Ornithology, Ithaca, USA), Colleen M. McLinn (Cornell Lab of Ornithology, Ithaca, USA)
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6.
| Towards an Activity-Driven Design Method for Online Learning Resources
(pages 101-117)
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7.
| Informed Design of Educational Activities in Online Learning Communities
(pages 118-134)
Urban Carlén (University of Skövde, Sweden), Berner Lindström (University of Gothenburg, Sweden)
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8.
| Boundless Writing: Applying a Transactional Approach to Design of a Thesis Course in Higher Education
(pages 135-151)
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9.
| Authentic Tasks Online: Two Experiences
(pages 152-165)
Tel Amiel (Universidade Estadual de Campinas (UNICAMP), Brazil), Jan Herrington (Murdoch University, Australia)
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10.
| Designing for Learning in Computer-Assisted Health Care Simulations
(pages 167-192)
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11.
| The Impact of Instructional Simulation Use on Teaching and Learning: A Case Study
(pages 193-211)
Michael C. Johnson (Brigham Young University, USA), Charles R. Graham (Brigham Young University, USA), Su-Ling Hsueh (Brigham Young University, USA)
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12.
| 3D Virtual Worlds in Higher Education
(pages 212-240)
Lucia Rapanotti (The Open University, UK), Shailey Minocha (The Open University, UK), Leonor Barroca (The Open University, UK), Maged N. Kamel Boulos (University of Plymouth, UK), David R. Morse (The Open University, UK)
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13.
| Debating Across Borders
(pages 241-269)
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14.
| Designing Learning Ecosystems for Mobile Social Media
(pages 270-291)
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15.
| Mobile Learning in Higher Education
(pages 292-306)
Rui Zeng (University of Texas Health Science Center at Houston, USA), Eunice Luyegu (Franklin University, USA)
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16.
| Designing for Active Learning: Putting Learning into Context with Mobile Devices
(pages 307-329)
Carl Smith (London Metropolitan University, UK), Claire Bradley (London Metropolitan University, UK), John Cook (London Metropolitan University, UK), Simon Pratt-Adams (Anglia Ruskin University, UK)
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17.
| Fostering NCL in Higher Education: New Approaches for Integrating Educational Technology Instructional Design into Teachers’ Practice
(pages 331-351)
Serena Alvino (Institute for Educational Technologies, National Research Council, Italy), Guglielmo Trentin (Institute for Educational Technologie, National Research Council, Italy)
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18.
| Social Network Informed Design for Learning with Educational Technology
(pages 352-374)
Caroline Haythornthwaite (University of British Columbia, Canada), Maarten De Laat (Ruud de Moor Centrum, Open Universiteit Nederland, The Netherlands)
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19.
| Designing a Model for Enhanced Teaching and Meaningful E-Learning
(pages 375-392)
Heli Ruokamo (University of Lapland, Finland), Päivi Hakkarainen (University of Lapland, Finland), Miikka Eriksson (University of Lapland, Finland)
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20.
| An Ecological Approach to Instructional Design: The Learning Synergy of Interaction and Context
(pages 393-411)
Paul Resta (The University of Texas at Austin, USA), Debby Kalk (The University of Texas at Austin, USA)
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21.
| Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities
(pages 412-435)
Donald E Scott (University of Calgary, Alberta, Canada), Shelleyann Scott (University of Calgary, Alberta, Canada)
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22.
| The Design of Learning Materials within Small Scale Projects: What is the Value of an Action Research Approach?
(pages 437-451)
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23.
| Instructional Technical and Pedagogical Design: Teaching Future Teachers Educational Technology
(pages 452-473)
Anne T. Ottenbreit-Leftwich (Indiana University, United States of America), Mark O. Millard (Indiana University, United States of America), Peter van Leusen (Indiana University, United States of America)
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24.
| Priorities in the Classroom: Pedagogies for High Performance Learning Spaces
(pages 474-495)
Robert Emery Smith (Stanford University, USA), Helen L. Chen (Stanford University, USA), Menko Johnson (Stanford University, USA), Alyssa J. O’Brien (Stanford University, USA), Cammy Huang-DeVoss (Stanford University, USA)
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