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The International Review of Research in Open and Distributed Learning

Jan 11, 2011 Volume 12, Number 3


Rory McGreal; Dianne Conrad

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Table of Contents

Number of articles: 9

  1. Interconnecting networks of practice for professional learning

    Julie Mackey, University of Canterbury; Terry Evans, Deakin University

    The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning.... More

    pp. 1-18

  2. The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course

    Rita Kop, National Research Council of Canada

    Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that ... More

    pp. 19-38

  3. Emergent learning and learning ecologies in Web 2.0

    Roy Williams, Univ. Portsmouth; Regina Karousou, University of Portsmouth; Jenny Mackness, independent consultant

    This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning... More

    pp. 39-59

  4. EduCamp Colombia: Social networked learning for teacher training

    Diego Leal Fonseca, EAFIT University

    This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and ... More

    pp. 60-79

  5. Three generations of distance education pedagogy

    Terry Anderson, Editor, IRRODL; Jon Dron, Athabasca University

    This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the... More

    pp. 80-97

  6. Connectivism: Its place in theory-informed research and innovation in technology-enabled learning

    Frances Bell, University of Salford

    The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to ... More

    pp. 98-118

  7. Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice

    Grainne Conole, Rebecca Galley & Juliette Culver, Open University

    This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic... More

    pp. 119-138

  8. Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning

    Andrew Ravenscroft

    Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will... More

    pp. 139-160

  9. Proposing an integrated research framework for connectivism: Utilising theoretical synergies

    Bopelo Boitshwarelo, University of Botswana

    Connectivism is receiving acknowledgement as a fresh way of conceptualising learning in the digital age. Thus, as a relatively new instructional framework, it is imperative that research on its... More

    pp. 161-179