Educational networking in the digital age

Cristina Costa

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The emergence of the Web as a dynamic, user- centered platform for
interaction and congregation of social capital has been said to impact
different levels in our society (Ferlander, 2003; Rheingold, 2000;
Wellman, 2001). It is changing some of the fundamental aspects of
how people connect, interact, share, and work (Attwell, 2007; Cross,
2007), and a new networking culture seems to be evolving as a result.
Academia is not an exception in this respect. These days it is said to
be imperative to foster new forms of engagement with one’s field and
even beyond. For knowledge workers especially, keeping up with the
continuous advancements in their subject areas is not only important,
but necessary to survive in the competitive world. Engaging with the
possibilities the digital age offers beyond what institutions formally
provide in terms of collaboration and personal and professional development
is thus more crucial than ever. Understanding the implications
of one’s online presence as part of practice, learning, and life in general,
is a new skill to be acquired. This chapter will focus on learning and
networking online, with special emphasis on academic researchers’ professional
networking activity. Hence, we will explore the obstacles, as
well as the advantages and implications of adopting a Web 2.0 approach
in the context of academic research and practice. In this chapter we
will attempt to provide an holistic reference to what it means to be a
networked researcher in light of the network society (Castells, 2000)—
while approaching related themes such as networked learning, digital
literacy, digital identity, as well as the opportunities and challenges the
Web presents when it comes to the publication and dissemination of
research activity.
LanguageEnglish
Title of host publicationDigital Education: Opportunities for Social Collaboration
Place of PublicationLondon
Pages81-99
Number of pages19
Publication statusPublished - 2011

Fingerprint

networking
network society
learning
social capital
worker
Society

Keywords

  • Web 2.0
  • digital learning

Cite this

Costa, C. (2011). Educational networking in the digital age. In Digital Education: Opportunities for Social Collaboration (pp. 81-99). London.
Costa, Cristina. / Educational networking in the digital age. Digital Education: Opportunities for Social Collaboration. London, 2011. pp. 81-99
@inbook{0bc74d4c35ef47af979a1138b30bb9f3,
title = "Educational networking in the digital age",
abstract = "The emergence of the Web as a dynamic, user- centered platform forinteraction and congregation of social capital has been said to impactdifferent levels in our society (Ferlander, 2003; Rheingold, 2000;Wellman, 2001). It is changing some of the fundamental aspects ofhow people connect, interact, share, and work (Attwell, 2007; Cross,2007), and a new networking culture seems to be evolving as a result.Academia is not an exception in this respect. These days it is said tobe imperative to foster new forms of engagement with one’s field andeven beyond. For knowledge workers especially, keeping up with thecontinuous advancements in their subject areas is not only important,but necessary to survive in the competitive world. Engaging with thepossibilities the digital age offers beyond what institutions formallyprovide in terms of collaboration and personal and professional developmentis thus more crucial than ever. Understanding the implicationsof one’s online presence as part of practice, learning, and life in general,is a new skill to be acquired. This chapter will focus on learning andnetworking online, with special emphasis on academic researchers’ professionalnetworking activity. Hence, we will explore the obstacles, aswell as the advantages and implications of adopting a Web 2.0 approachin the context of academic research and practice. In this chapter wewill attempt to provide an holistic reference to what it means to be anetworked researcher in light of the network society (Castells, 2000)—while approaching related themes such as networked learning, digitalliteracy, digital identity, as well as the opportunities and challenges theWeb presents when it comes to the publication and dissemination ofresearch activity.",
keywords = "Web 2.0 , digital learning",
author = "Cristina Costa",
year = "2011",
language = "English",
isbn = "978-0-230-11158-5",
pages = "81--99",
booktitle = "Digital Education: Opportunities for Social Collaboration",

}

Costa, C 2011, Educational networking in the digital age. in Digital Education: Opportunities for Social Collaboration. London, pp. 81-99.

Educational networking in the digital age. / Costa, Cristina.

Digital Education: Opportunities for Social Collaboration. London, 2011. p. 81-99.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Educational networking in the digital age

AU - Costa, Cristina

PY - 2011

Y1 - 2011

N2 - The emergence of the Web as a dynamic, user- centered platform forinteraction and congregation of social capital has been said to impactdifferent levels in our society (Ferlander, 2003; Rheingold, 2000;Wellman, 2001). It is changing some of the fundamental aspects ofhow people connect, interact, share, and work (Attwell, 2007; Cross,2007), and a new networking culture seems to be evolving as a result.Academia is not an exception in this respect. These days it is said tobe imperative to foster new forms of engagement with one’s field andeven beyond. For knowledge workers especially, keeping up with thecontinuous advancements in their subject areas is not only important,but necessary to survive in the competitive world. Engaging with thepossibilities the digital age offers beyond what institutions formallyprovide in terms of collaboration and personal and professional developmentis thus more crucial than ever. Understanding the implicationsof one’s online presence as part of practice, learning, and life in general,is a new skill to be acquired. This chapter will focus on learning andnetworking online, with special emphasis on academic researchers’ professionalnetworking activity. Hence, we will explore the obstacles, aswell as the advantages and implications of adopting a Web 2.0 approachin the context of academic research and practice. In this chapter wewill attempt to provide an holistic reference to what it means to be anetworked researcher in light of the network society (Castells, 2000)—while approaching related themes such as networked learning, digitalliteracy, digital identity, as well as the opportunities and challenges theWeb presents when it comes to the publication and dissemination ofresearch activity.

AB - The emergence of the Web as a dynamic, user- centered platform forinteraction and congregation of social capital has been said to impactdifferent levels in our society (Ferlander, 2003; Rheingold, 2000;Wellman, 2001). It is changing some of the fundamental aspects ofhow people connect, interact, share, and work (Attwell, 2007; Cross,2007), and a new networking culture seems to be evolving as a result.Academia is not an exception in this respect. These days it is said tobe imperative to foster new forms of engagement with one’s field andeven beyond. For knowledge workers especially, keeping up with thecontinuous advancements in their subject areas is not only important,but necessary to survive in the competitive world. Engaging with thepossibilities the digital age offers beyond what institutions formallyprovide in terms of collaboration and personal and professional developmentis thus more crucial than ever. Understanding the implicationsof one’s online presence as part of practice, learning, and life in general,is a new skill to be acquired. This chapter will focus on learning andnetworking online, with special emphasis on academic researchers’ professionalnetworking activity. Hence, we will explore the obstacles, aswell as the advantages and implications of adopting a Web 2.0 approachin the context of academic research and practice. In this chapter wewill attempt to provide an holistic reference to what it means to be anetworked researcher in light of the network society (Castells, 2000)—while approaching related themes such as networked learning, digitalliteracy, digital identity, as well as the opportunities and challenges theWeb presents when it comes to the publication and dissemination ofresearch activity.

KW - Web 2.0

KW - digital learning

UR - http://us.macmillan.com/digitaleducation/MichaelThomas

M3 - Chapter

SN - 978-0-230-11158-5

SP - 81

EP - 99

BT - Digital Education: Opportunities for Social Collaboration

CY - London

ER -

Costa C. Educational networking in the digital age. In Digital Education: Opportunities for Social Collaboration. London. 2011. p. 81-99