The Open UniversitySkip to content

Collectivity, performance and self-representation: analysing Cloudworks as a public space for networked learning and reflection

Alevizou, Panagiota; Galley, Rebecca and Conole, Grainne (2012). Collectivity, performance and self-representation: analysing Cloudworks as a public space for networked learning and reflection. In: Dirckinck-Holmfeld, Lone ; Hodgson, Vivien and McConnell, David eds. Exploring the Theory, Pedagogy and Practice of Networked Learning. New York: Springer, pp. 75–97.

Full text available as:
PDF (Accepted Manuscript) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (856Kb)
DOI (Digital Object Identifier) Link:
Google Scholar: Look up in Google Scholar


It has been argued that processes of participatory culture, afforded by social media and technologies blur the boundaries between creative production and consumption, and open up novel, public spaces for, and styles of, networked learning; social spaces that promote collaborative knowledge building, and shared assets. However, empirical evidence on the application of such technologies for supporting teaching and learning in higher education contexts is only slowly emerging. The chapter explores these concepts in the context of analysis of emergent patterns of behaviour and activity in Cloudworks, a specialised networking site, and a public space for aggregating and sharing resources and exchanging ideas about the scholarship and practice of education, with particular emphasis on the relationship between ICTs and teaching and learning. Combining notions of self-representation and collective intelligence with dimensions of expansive learning, activity patterns, performance and expression within the site are analysed. The chapter contextualises findings through a critical lens and offers insights that can shape the future research agenda for productive learning in networked environments.

Item Type: Book Chapter
Copyright Holders: 2012 Springer Science+Business Media, LLC
ISBN: 1-4614-0495-9, 978-1-4614-0495-8
Keywords: education; educational technology; User interfaces and human computer interaction; learning & instruction; cognitive psychology
Academic Unit/Department: Faculty of Arts and Social Sciences (FASS) > Politics, Philosophy, Economics, Development, Geography
Faculty of Arts and Social Sciences (FASS)
Other Departments > Learning and Teaching Solutions
Other Departments
Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Citizenship, Identities and Governance (CCIG)
Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 31556
Depositing User: Giota Alevizou
Date Deposited: 19 Jan 2012 16:09
Last Modified: 05 Oct 2016 17:04
Share this page:


Scopus Citations

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

▼ Automated document suggestions from open access sources

Actions (login may be required)

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340