Networked learning a relational approach: weak and strong ties.
In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties and relate this to Bakhtin and a dialogic understanding of networked learning. These theoretical ideas are applied to the examination of two networked settings in...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 2; pp. 90 - 103 |
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| Autores principales: | , , |
| Formato: | case study Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344571&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344571 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2008 vid: 24 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344571 105344571 2010457742 10.1111/j.1365-2729.2007.00271.x 105344571 ppf: 90 ppct: 13 formats: tig: atl: Networked learning a relational approach: weak and strong ties. aug: au: Jones C Ferreday D Hodgson V affil: 27, Halkyn Avenue, Liverpool, L17 2AH, UK. Email: c.r.jones@open.ac.uk sug: subj: Internet Learning Methods Social Networks Psychosocial Factors Social Networks Utilization Communities Funding Source Interpersonal Relations ab: In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties and relate this to Bakhtin and a dialogic understanding of networked learning. These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of interaction and from an interest in the kinds of dialogues engaged in by participants in the network. We identify an area for further research in a comparison of the dimensions of links that appear to be weaker in these networks, those concerning affective aspects of the relationship, with those concerned with the sharing of knowledge which appear to be relatively well developed. We suggest that presence and proximity become forms of telepresence and tele-proximity and rely more heavily on interactional means to achieve identity formation. Finally we note that knowledge is negotiated and the marks of its personal and situated origin are essential parts of the exchange through dialogue. pubtype: Academic Journal doctype: case study Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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