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dc.contributor.authorOstashewski, Nathaniel
dc.contributor.authorReid, D.
dc.contributor.editorJared Keengwa and Lydia Kyei-Blankson
dc.date.accessioned2017-01-30T10:59:29Z
dc.date.available2017-01-30T10:59:29Z
dc.date.created2013-02-27T20:00:35Z
dc.date.issued2013
dc.identifier.citationOstashewski, Nathaniel and Reid, Doug. 2013. The networked learning framework: A model for networked professional learning utilizing social networking sites, in Keengwe, J. and Kyei-Blankson, L. (ed), Virtual mentoring for teachers: Online professional development practices, pp. 66-83. Hershey, PA: Information Science Reference.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/7378
dc.identifier.doi10.4018/978-1-4666-1963-0.ch004
dc.description.abstract

This chapter describes the Networked Learning Framework (NLF), a networked learning model utilized in the development of a networked teacher professional development (nTPD) program. The NLF is a model which combines the use of social media tools found in common social networking sites with guided online activities to deliver innovative and engaging learning opportunities. One implementation of the NLF, the nTPD Courselet, delivered in a social networking site for Alberta teachers, is described in detail. Teachers report that the sharing of resources, reflective blogs, and collegial discussions are the most valuable outcomes of nTPD Courselets. Design principals and factors for designers of faculty PD developers to follow when using the Networked Learning Framework, as well as descriptions of two other NLF implementations, are presented in the chapter. Further research to identify effective supports for social networking novices and ways to build online facilitator capacity are needed.

dc.publisherInformation Science Reference (imprint of IGI Global)
dc.titleThe networked learning framework: A model for networked professional learning utilizing social networking sites
dc.typeBook Chapter
dcterms.source.startPage66
dcterms.source.endPage84
dcterms.source.titleVirtual Mentoring for Teachers Online Professional Development Practices
dcterms.source.isbn9781466619647
dcterms.source.placeUSA
dcterms.source.chapter16
curtin.department
curtin.accessStatusFulltext not available


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