Желілік оқу: даму тарихы мен қазіргі ағымдары

Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. The central term in this definition is connections. It adopts a relational stance in which learning takes place both in relation to others and in relation to learning resources. In design and practice, networked learning is intended to facilitate evolving sets of connections between learners and their interpersonal communities, knowledge contexts, and digital technologies. Networked learning can offer educational institutions more functional efficiency, in that the curriculum can be more tightly managed centrally, or in the case of vocational learning, it can reduce costs to employers and tax payers. However, it is also argued that networked learning is too often considered within the presumption of institutionalised or educationalised learning, thereby omitting awareness of the benefits that networked learning has to informal or situated learning.

Network and networked learning theories can be traced back into the 19th Century, when commentators were considering the social implications of networked infrastructure such as the railways and the telegraph. More recently, networked learning has its roots in the 1970s, with the likes of Ivan Illich's book, Deschooling Society, through to more recent commentary in the early 2000s, largely inspired by the Internet and social media.

In the late 1980s Dr. Charles A. Findley headed the Collaborative Networked Learning project at Digital Equipment Corporation on the East Coast of the United States. Findley's project conducted trend analysis and developed prototypes of collaborative learning environments, which became the basis for their further research and development of what they called Collaborative Networked Learning (CNL), and Collaborative Learning Work (CLW).

Since the development of the Internet as a significant medium for access to information and communication, the practice of networked learning has tended to focus on its use. In the first phase of the Internet its use for networked learning was restricted by low bandwidth and the emphasis was largely on written and text based interactions between people and the text based resources they referred to. This textual form of interaction was a familiar academic medium, even though there was recognition of the unique qualities hypertext emerging in the online form. In 1991, Jean Lave and Etienne Wenger published Situated Learning: Legitimate Peripheral Participation, in which they cited numerous examples of networked learning within a wide range of settings for informal learning and within communities of practice. In the later half of the 1990s, open, interactive, situated and networked views of learning were marginalised by educational institutions as they tended to develop or deploy content and practice through proprietary learning management systems (e. g. Blackboard Inc, WebCT), and collaborative work tools such as IBM Lotus Notes/Learning Space and Quick Place), generally following concepts around "e learning". These systems enabled the restriction of access and the management of students for the administrative concerns of educational institutions. Since 1998, an international Networked Learning Conference has been held biannually. The conference proceedings from all the conferences since 2002 are available via the conference web site. CSALT, a research group at Lancaster University, UK, associated with the Networked Learning Conference series and several edited collections, defined networked learning as "learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources". This definition seems to ignore historical use of the term however, where computing was not of central importance.

In 2000, John Seely Brown and Paul Duguid released The Social Life of Information and introduced the concept of Networks of Practice (NoP's), an informal and emergent social network that supports the sharing of information between individuals clustered around a practice. Building on the work done by Jean Lave and Étienne Wenger on community of practice (CoP's), Seely Brown and Duguid argued that a network differed from a community in that the relationships among members were more informal and fluid when compared to communities. While CoP's were often localized with strong inter personal relationships providing group cohesion, NoPs were more global with relationships that were both strong tie and weak tie relationships. Salmon (2001) wrote "learning is built around learning communities & interaction, extending access beyond the bounds of time and space, but offering the promise of efficiency and widening access. Think of individuals as nodes on a network!" From around 2004, the idea of networked learning had a popular resurgence, corresponding with the emergence of social media and concepts of open source, such as is covered in Yochai Benkler's 2006 book, The Wealth of Networks. In 2005, George Siemens published a paper in the International Journal for Instructional Technology and Distance Learning, called Connectivism: A Learning Theory for the Digital Age in which he argued the need for a new learning theory, one that captured the essence and represented the process of networked knowledge creation and learning. In 2011, the International Review of Research in Open and Distance Learning published the first peer reviewed collection of scholarly articles on Connectivism. This special issue was edited by George Siemens (Athabasca University and Grainne Conole (Open University, UK). In 2007, Starke Meyerring, Duin, & Palvetzian first described Globally Networked Learning Environments (GNLE) networked learning environments which are specifically designed to connect students from different parts of the world. GNLEs are designed to facilitate dialogue and collaboration across and within groups of students, to develop greater understanding and competencies for global work and citizenship. GNLEs take many different shapes and forms.

Some researchers have used networked learning methods to collaborate and support each other's research. The Wikiversity page for Doctor of Philosophy is supporting a small group interested in pursuing a PhD title informally. They name their practice OpenPhD or Open and Networked PhD.

Academics at the CoCo Research Centre, University of Sydney, have been carrying out an extensive analysis of examples of networked learning, in collaboration with the developers and organisers of learning networks in various parts of the world. Their work has focussed on the architecture of learning networks aiming to identify arrangements of tasks, tools and people that contribute to successful learning networks. Some conclusions from this work have been published in The architecture of productive learning networks, which also includes a chapter on the history of networked learning.

Some have argued that using formal education as a setting for researching networked learning misses most if not all of the value proposition of networked learning. Instead, Fox proposes situated learning and actor network theory as the better approach for research.