Photo by Robynne Hu on Unsplash

Networked learning is a form of ubiquitous learning that emphasizes connections between individuals, communities, and information. At present, networked learning seems inseparable from digitally-mediated learning (though not everyone agrees). The web and social media facilitate connections among individuals (i.e., LinkedIn), communities/affinity groups (such as Twitter hashtags), and information (references in an update like this one).

Networked learning already impacts formal education settings; students live their lives in a web of connectedness to people and ideas. The question is how to usefully implement networked learning in classrooms (online or in-person). Should we incorporate social media? I've done this. My World History courses from 2016 to 2018 utilized Twitter for reading responses, class discussions, and student feedback. It was a very effective tool at the time, though not without pitfalls (full disclosure: this was the topic of my digital dissertation).

We could create new platforms, as CG Scholar is attempting. This has its merits too. A new platform can set new standards, incorporate accessibility standards from the start, and work to avoid the toxic patterns of some networked learning environments. 

What about some combination of the two? I'm for this solution - and I would argue implementing networked learning requires learner participation. Students (and not just 20-somethings) deserve a stake in how something innate to their personal lives is utilized in a classroom (or professional) environment. They are experts in what works and what doesn't on social media and the web.

Applying networked learning in this way also has the potential to further break down one-way, didactic teacher → student distribution of knowledge. I'd love to see more classrooms (online and off) start with the assumption that networking the knowledge and experiences of teachers and students could lead to a better syllabus and more exciting learning opportunities.

[Anecdotally, I participated in networked learning to create this update by enabling Hypothes.is on the Educause article, "Networked Learning as Experiential Learning." As I read the article, I added highlights and annotations but also read annotations left by other readers. The notes were often mini-networks of information, containing links to other articles, videos, or commentary about the article.]

Screenshot Educause article with Hypothes.is annotations