Networked Learning

major work package designing pedagogical scenarios for engaging classrooms as part of the EU-funded iTEC project (http://fcl.eun.org/itec). Other projects have included research into digital inclusion, digital pedagogy, inclusive pedagogical design, digital literacy, digital innovation and universal design. Sue has been widely published within leading journals in the field including 'Technology, Pedagogy and Education', 'Learning, Media and Technology' and 'Studies in Higher Education'. In 2010, she co-authored 'Primary schools and ICT. Learning from pupil perspectives' (Continuum) with Neil Selwyn and John Potter.

Julie-Ann Sime is a Lecturer in Technology-Enhanced Learning in the Department of Educational Research at Lancaster University, U.K. She is an experienced online educator who has been tutoring postgraduates in networked learning communities for over 25 years. She researches online and networked learning in professional development focusing on: how new technologies (such as games, simulations and virtual learning environments) can be designed and used to support online educators; how learners can develop an understanding of complex dynamic systems; and how to design for personalized learning experiences so that education is more inclusive. In 2016 she was on the steering committee of the 10th International Networked Learning Conference. With a wide range of experience of European industry/academia collaborative research projects (ETIOLE, A-TEAM, VirRad) and networks (Kaleidoscope, MONET, MONET2), she is currently researching into visual and video literacies of educators and the pedagogy of massive open online courses with funding from ERASMUS+ Strategic Partnership in Higher Education.

Thomas Ryberg is Professor of Digital Learning in the Department of Communication and Psychology at Aalborg University (AAU), Denmark. He is part of the research centre "E-learning lab - Center for User Driven Innovation, Learning and Design". His primary research interests are within the fields of Networked Learning, Problem Based Learning (PBL), Computer Supported Collaborative Learning (CSCL) and Technology Enhanced Learning (TEL). In particular, he is interested in Problem Based Learning, and how new media and technologies transform our ways of thinking about and designing for Networked and Hybrid Learning. He is co-chair of the International Networked Learning Conference and editor of Journal of Problem Based Learning in Higher Education (JPBLHE). He has participated in European and international research projects and networks (EQUEL, Kaleidoscope, COMBLE, PlaceMe, EATrain2), and in development projects in South East Asia and Latin America (VISCA, VO@NET, ELAC). Currently he is engaged in the EU funded knowledge alliance: Innovative Open Data Education and Training based on PBL and Learning Analytics.

Maarten de Laat is Director of the Learning, Teaching & Curriculum division at the University of Wollongong. His expertise concentrates on social learning strategies, networked learning relationships and technologies to facilitate teaching, learning and innovation in agile learning environments. Maarten's research addresses networks and social capital development, with a specific interest in informal learning, professional development and knowledge creation through (online) social networks and communities and the impact technology, learning analytics and social design has on the way these networks and communities work, learn and innovate. He has published and presented his research on networked learning, professional development and learning analytics extensively in international research journals, books and conferences. He has given several invited keynotes at international conferences. He has been appointed a visiting professor at the University of South Australia in Adelaide. Finally, Maarten is co-chair of the international Networked Learning Conference (NLC).