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- Vol 7 RE: Chapter 15, App D
productive learning networksepistemic designset designsocial designknowledge creationnetworked learningparticipant agencylearning-environment architectureEdited book Evidence summaryAt a glance
Carvalho and Goodyear examine how productive learning networks are constituted through relationships among people, knowledge, tasks, physical settings, and digital tools. Using an architectural metaphor, the collection distinguishes the designed elements of a learning environment from the activity that learners actually assemble and enact.
Key ideas
Its analytical framework attends to epistemic design—what knowledge work participants undertake—set design—the material and digital resources available—and social design—roles, groupings, divisions of labour, and interaction. Case studies span formal courses, professional learning, open science, creative collaboration, and informal networks, revealing recurring patterns without proposing a universal blueprint. Productive networks connect participants and resources around worthwhile knowledge creation, but technology or connectivity alone does not make a network educationally effective. Designers must consider how arrangements work together over time and how learners adapt them.
Why it matters
The book offers a vocabulary for analysing existing environments and extracting reusable design knowledge while preserving context, emergence, and participant agency. It shifts attention from delivering content toward configuring conditions for collaborative, networked learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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