guest editorial: networked learning

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Journal of Computer Assisted Learning (1999) 15 15 15 15 15, 177–178 177 177 177 177 177 © 1999 Blackwell Science Ltd Guest Editorial: Networked Learning D. McConnell University of Sheffield The emergence of the Information Society is confronting all education sectors with profound changes. The convergence of information technology with com- munication technology for the purposes of education and training, known as Networked Learning, creates opportunities for people to learn and communi- cate with each other in new and flexible ways, Networked Learning is: changing the way in which traditional face-to-face, institution-based and distance learning is delivered; giving rise to new ideas about access to learning and the nature of commu- nities; beginning to impact on training and development in organisations; enabling education sectors to reach global markets; creating online organisations such as virtual universities. However, the emphasis to date has been on technology rather than on how technology can facilitate learning, particularly through learner-centred and collaborative approaches and the development of skills. The pace of change means that, although the innovative potential of networked learning is still unfolding, the education and training sectors are already having to make com- plex decisions about implementation and the commitment of resources. In 1998, my colleagues Sheena Banks and Celia Graebner and myself, within the Centre for the Study of Networked Learning at Sheffield University, organ- ised an international conference on Networked Lifelong Learning. The main ob- jective of the conference was to link research and knowledge about networked learning with implementation and current practice, in order to achieve maxi- mum benefit for all parties through collaboration on the dissemination of good professional practice, sound pedagogy and guidelines for quality assurance. The Conference looked at both the theory and practice of Networked Life- long Learning in relation to: the paradigm shift from traditional learning to distributed and distance learning; Internet technologies in learning; innovation and implementation; in-house and organisational training and development. The Conference was designed to bring together managers, teachers, lecturers, trainers and researchers from all sectors. The papers in this Special Issue of JCAL emerged from that conference. Correspondence: Professor David McConnell, Centre for the Study of Networked Learning, Department of Educational Studies, Sheffield University, Sheffield S10 2JA Email: [email protected]

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Guest Editorial 177177177177177

© 1999 Blackwell Science Ltd, Journal of Computer Assisted Learning, 1515151515, 177–178

Journal of Computer Assisted Learning (1999) 1515151515, 177–178

177177177177177© 1999 Blackwell Science Ltd

Guest Editorial: Networked Learning

D. McConnellUniversity of Sheffield

The emergence of the Information Society is confronting all education sectorswith profound changes. The convergence of information technology with com-munication technology for the purposes of education and training, known asNetworked Learning, creates opportunities for people to learn and communi-cate with each other in new and flexible ways,

Networked Learning is:• changing the way in which traditional face-to-face, institution-based and

distance learning is delivered;• giving rise to new ideas about access to learning and the nature of commu-

nities;• beginning to impact on training and development in organisations;• enabling education sectors to reach global markets;• creating online organisations such as virtual universities.However, the emphasis to date has been on technology rather than on howtechnology can facilitate learning, particularly through learner-centred andcollaborative approaches and the development of skills. The pace of changemeans that, although the innovative potential of networked learning is stillunfolding, the education and training sectors are already having to make com-plex decisions about implementation and the commitment of resources.

In 1998, my colleagues Sheena Banks and Celia Graebner and myself, withinthe Centre for the Study of Networked Learning at Sheffield University, organ-ised an international conference on Networked Lifelong Learning. The main ob-jective of the conference was to link research and knowledge about networkedlearning with implementation and current practice, in order to achieve maxi-mum benefit for all parties through collaboration on the dissemination of goodprofessional practice, sound pedagogy and guidelines for quality assurance.

The Conference looked at both the theory and practice of Networked Life-long Learning in relation to:• the paradigm shift from traditional learning to distributed and distance

learning;• Internet technologies in learning;• innovation and implementation;• in-house and organisational training and development.The Conference was designed to bring together managers, teachers, lecturers,trainers and researchers from all sectors.

The papers in this Special Issue of JCAL emerged from that conference.

Correspondence: Professor David McConnell, Centre for the Study of Networked Learning,Department of Educational Studies, Sheffield University, Sheffield S10 2JA

Email: [email protected]

178178178178178 Guest Editorial

© 1999 Blackwell Science Ltd, Journal of Computer Assisted Learning, 1515151515, 177–178

What is Networked Lifelong Learning?Many terms are emerging to describe the use of electronic communicationsand the Internet in education and training. My preference is for ‘networkedlearning’ since it places the emphasis on networking people and resources; andon collaboration as the major form of social relationship within a learning con-text. The emphasis is emphatically on learning, and not on the technology.

We are experiencing a paradigm shift at various levels in our thinking aboutlearning. For example, there is a shift from conventional, second generationdistance learning towards virtual distance learning. Face-to-face teaching andlearning on campus is now also incorporating some forms of networked learn-ing, freeing staff and learners to work at times which suit them and to useresources, and methods of working together, that were not possible a few yearsago. ‘Distance’ in learning is no longer the issue that it once was: the paradigmof NL shifts the emphasis from geographical separation of learners, to the waysin which we can ‘network’ learners together, whether they happen to be oncampus or off-campus, in the same country or situated anywhere in the world.Learning how to work with the technology and take advantage of networkingin learning are the key issues.

In the UK, the Dearing Report of July 1997 (the most important policy docu-ment on Higher Education in the UK since 1963) emphasised that communica-tions and information technology (C&IT) should be seen to be very importantin the future of higher education. A National Institute for Learning and Teach-ing in Higher Education is being set up which will be concerned with profes-sional development, especially in the delivery of online learning:

“for a full and successful integration into learning to take place, staff need tobe effective practitioners and skilled in the management of students’ learningthrough C&IT”

“for the majority of students, over the next ten years the delivery of somecourse materials and much of the organisation and communication of coursearrangements will be conducted by computer”

(Dearing Report into Higher Education, 1997, HMSO, London)

This suggests that we are going through a fundamental shift in our thinkingabout teaching and learning: a paradigm shift from ‘conventional’ on campusand off-campus (distance) learning, to networked learning.

This Special IssueThe papers in this Special Issue represent a cross section of approaches to net-worked learning, from both a research perspective and a professional practiceperspective. These papers indicate that the technology does not have to deter-mine the forms of learning and teaching that are possible. If the starting point isa consideration of the educational values underpinning practice, then the tech-nology of networked learning can be harnessed to support innovative educa-tional processes which facilitate the expression of those values.

Note: the full proceedings of the conference are still available (see p. 231)