Networked learning a relational approach: weak and strong ties
Networked learning a relational approach: weak and strong ties
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网络学习关系方法：弱联系和强联系
DOI：
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发表时间：
2008
影响因子：
5
通讯作者：
V. Hodgson
中科院分区：
文献类型：
--
作者：
Christopher R. Jones;Debra Ferreday;V. Hodgson
本文探讨了网络学习中的弱纽带概念。我们回到最初关于弱联系强度的概念，并将其与巴赫金和对网络学习的对话理解联系在一起。这些理论思想被应用于两个网络环境的考察，在这两个网络环境中，教育领导者交换思想并具有创造知识的潜力。我们从互动的整体模式和对网络参与者参与的对话类型的兴趣的角度来审查这些网络。我们通过比较这些网络中似乎较弱的联系的维度，即关于关系的情感方面的联系，以及与似乎相对发达的知识共享有关的联系，确定了一个需要进一步研究的领域。我们认为，在场和接近成为远程在场和远距离接近的形式，并更多地依赖互动手段来实现身份形成。最后，我们注意到，知识是通过谈判获得的，其个人来源和所处环境的标记是通过对话进行交流的重要组成部分。
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.