Networked Learning as a Process of Identification in the Intersection of collaborative Knowledge Building: Fostering creativity, awareness and re-use of OER

Rina Østergaard, Elsebeth Korsgaard Sorensen

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Within professional education a recent shift has taken place. Professional education has moved from specialized education and update of professional knowledge, over competence-based education, to, recently, education with goals such as creativity, innovation, entrepreneur- and entrepreneurship. OECDs Centre for Educational Research and Innovation (CERI) reveals this tendency. The core idea here is that education, in a very goal-directed way, supports initiatives, which – in turn – results in added-value to society.
As such, the educational shift may be interpreted as related to societal change and politically influenced reforms. Parallel to societal changes taking place through reforms (and not revolutions), it still seems widely accepted that education sticks to old, past and traditional types of learning goals, while at the same time stronger attention is given to new and future innovative learning goals. In relation to objectives of competencies, attention is given to creative, innovative and action-oriented types.
This paper addresses the role of OER in design of innovative, networked learning processes in diverse educational contexts of higher education, continuing education and in relation to lifelong learning. Our elucidation and discussion of OER are targeted towards educators and educational designers and take their point of departure in the intersection between 1) a view of knowledge production and change in action patterns as a result of education, 2) a view of dialogue as tool for negotiation of meaning in learning, and 3) a view of OER as potential resources and triggers of pedagogic/strategic awareness in educational design. The three phenomena are viewed and discussed in relation to societal and political reforms. The claim of the authors is that there is a strong need for a new concept of learning. A learning concept that unfolds in collaborative, intercultural and trans-disciplinary processes of identification through dialogue and negotiation and in relation to use and re-use of OER. In essence, these processes imply identification of values and unfold with participation of designers, teachers and students at different points in time. They evolve continuously.
The paper concludes with a suggestion for a view of networked teaching and learning as, essentially, processes of identification (inspired by Sorensen and O’Murchú, 2006, and their MMD-architecture) adapted to and directed towards the unknown future of networked teaching and learning.
Original languageEnglish
Title of host publicationProceedings of the European Conference for Open and Distance E-Learning, EDEN 2011
EditorsMorten Flate Paulsen, András Szücs
Number of pages5
PublisherEuropean Distance and E-Learning Network ( EDEN )
Publication date2011
ISBN (Electronic)978-963-87914-5-0
Publication statusPublished - 2011


  • e-learning
  • web 2.0 virtual learning

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