How to Design for the Materialisation of Networked Learning Spaces. A Cross-Case Analysis

The potential of a networked learning (NL) space comes into being when participants establish communication, build connections with one another and create a dialogic space. Moving from this premise, this chapter poses a complex question: How to design for the materialisation of a networked learning space for professionals in education? It bases its theoretical framework on Bakhtin's idea of centrifugal and centripetal forces, the concepts of network core and periphery as well as the idea of the strength of weak ties. Through these lenses, this chapter presents a cross-case analysis of two projects aimed at teacher/leader professional development in technology education in Denmark: Master of ICT and Learning (MIL) and Teknoso kum. The two cases are analysed qualitatively through the concepts of forces, connections and movements. Findings show that the materialisation of NL spaces occurs through the constant movement between centrifugal and centripetal forces; the core and the periphery meet in between, and new connections are created in this encounter. The newly materialised NL spaces will not survive the ending of the courses. They do, however, allow for experimenting with NL principles and for bringing new practices and ideas into the participants' own organisations.