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Envisioning Potential: Stories of Networked Learning Designs from a UK University

Envisioning Potential: Stories of Networked Learning Designs from a UK University

Frances Deepwell, Kathy Courtney
Copyright: © 2007 |Pages: 20
ISBN13: 9781599040691|ISBN10: 1599040697|ISBN13 Softcover: 9781599040707|EISBN13: 9781599040714
DOI: 10.4018/978-1-59904-069-1.ch008
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MLA

Deepwell, Frances, and Kathy Courtney. "Envisioning Potential: Stories of Networked Learning Designs from a UK University." Designing for Networked Communications: Strategies and Development, edited by Simon Heilesen and Sisse Siggaard Jensen, IGI Global, 2007, pp. 167-186. https://doi.org/10.4018/978-1-59904-069-1.ch008

APA

Deepwell, F. & Courtney, K. (2007). Envisioning Potential: Stories of Networked Learning Designs from a UK University. In S. Heilesen & S. Jensen (Eds.), Designing for Networked Communications: Strategies and Development (pp. 167-186). IGI Global. https://doi.org/10.4018/978-1-59904-069-1.ch008

Chicago

Deepwell, Frances, and Kathy Courtney. "Envisioning Potential: Stories of Networked Learning Designs from a UK University." In Designing for Networked Communications: Strategies and Development, edited by Simon Heilesen and Sisse Siggaard Jensen, 167-186. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-069-1.ch008

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Abstract

In this chapter, we explore how the design of networked learning can contribute to building a shared understanding of the applications of new technologies. We draw on our own experiences of the managed introduction of a virtual learning environment (VLE) in a higher education institution and apply techniques of narrative inquiry to aid our understanding. We have explored narrative accounts from different stakeholders in terms of an overarching theme of “building shared understandings”, which we have organised around three areas of our experience, namely designing for a community, developing a discourse, and developing artefacts. We argue that design decisions in these three areas have been highly signi?cant in terms of the levels of acceptance and future direction of an online learning implementation

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