Networked Professional Learning: Relating the Formal and the Informal.
Networked Professional Learning: Relating the Formal and the Informal.
复制标题
网络专业学习：正式与非正式的关系。
DOI：
10.14786/flr.v2i2.92
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
M. Laat
中科院分区：
文献类型：
--
作者：
M. Vaessen;A. V. D. Beemt;M. Laat
工作场所环境日益复杂，要求教师和专业人员普遍利用他们的社交网络，包括直接同事和合作者的内部和外部圈子，以寻找适当的知识和专门知识。这种共享和构建知识的集体过程可以被认为是“网络学习”。所涉及的过程是非正式的，在组织的正式框架中基本上是看不见的。因此，发生的大量学习未被认识到，这种网络学习的动态，影响和好处往往被组织忽视。这种情况造成正式程序和非正式程序之间的紧张关系，进而引起有关充分专业发展、专业自主和管理的问题。它还导致了在现有社交网络内促进知识和专长的创造和交流的问题。采取跨学科的方法，我们探索了一些教育和组织研究。我们的主要问题是：网络化专业学习与专业发展、自主和管理相关的正式和非正式机制是什么？网络化学习如何定位最优？目前，学术界对如何最佳地调整和利用网络学习缺乏明确的理解。我们的探索性审查的目标是描述的机制，影响教师在他们的工作场所：学校的非正式和正式的学习对齐。我们致力于通过与网络学习相关的机制框架的不同选择领域的理论和实践整合。
The increasing complexity of the workplace environment requires teachers and professionals in general to tap into their social networks, inside and outside circles of direct colleagues and collaborators, for finding appropriate knowledge and expertise. This collective process of sharing and constructing knowledge can be considered 'networked learning'. The processes involved are informal and largely invisible to the official framework of the organisation. Consequently, a large amount of learning that takes place is unrecognised and the dynamics, impacts and benefits of such networked learning are often overlooked by organisations. This situation brings about tensions between formal and informal processes, which in turn raise issues concerning adequate professional development, professional autonomy and management. It also leads to questions about facilitating the creation and exchange of knowledge and expertise within the existing social networks. Taking an interdisciplinary approach, we explore a number of educational and organisational studies. Our key questions are: what are the formal and informal mechanisms underlying networked professional learning, related to professional development, autonomy and management? How can networked learning be positioned in the most optimal way? Currently, a clear academic understanding of how to optimally align and make use of networked learning is lacking. The goal of our exploratory review is to describe mechanisms that influence the alignment of informal and formal learning of teachers within their workplace: schools. We work towards a theoretical and practical integration of the different chosen fields by means of a framework of mechanisms related to networked learning.