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Critical Plays is the systematic study of one (fictional) classroom culture populated by six students and their two professors, imaginatively conceived from interviews, experience, observation and thematic analysis, and shaped into performance text.  This play-as-research-text aims to provide an encounter both creative and scholarly for readers. The characters who populate it are drawn from the authors’ lived experiences as researchers, teachers, and performance makers.  The characters are drawn from the fields of health, performance studies, education and leadership studies to remind readers of the political, social and scholarly power of creative research approaches. The text also attests to the potential of integrating emotion and relationality in the research space. This text is a must-read for qualitative researchers and students of health sciences, communications, interdisciplinary ethnography, rhetoric, education, sociology, drama and theatre arts. Relevant to the lives of an emerging generation of researchers and students, this text highlights new methodological pathways that are open to them as they begin their own scholarly undertakings in a rapidly-evolving global research landscape. It also poses serious questions about education, identity and creativity that readers can reflect on. Written with humor and passion, students will enjoy reading excerpts aloud in class, or on their own. This play can be read or performed purely for pleasure, or used as a class text in courses that address qualitative research methods, performance studies, education, teacher training, pedagogy and curriculum, arts-informed inquiry and research ethics.   Anne Harris, PhD is a playwright and scholar who addresses themes of diversity, creativity and gender in her work. Chris Sinclair is Head of drama education at the University of Melbourne. She is also a freelance community artist who draws on research in her arts practice and the arts in her research.

Teaching --- theater --- onderwijs --- creativiteit --- Qualitative research --- Art in education --- Arts and society --- Methodology

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This book presents cutting-edge, peer reviewed research on networked learning organized by three themes: policy in networked learning, researching networked learning, and boundaries in networked learning. The "policy in networked learning" section explores networked learning in relation to policy networks, spaces of algorithmic governance and more. The "boundaries in networked learning" section investigates frameworks of students' digital literacy practices, among other important frameworks in digital learning. Lastly, the "research in networked learning" section delves into new research methods in the field.

Education. --- Educational policy. --- ducation and state. --- Educational technology. --- Education --- Educational Technology. --- Educational Philosophy. --- Educational Policy and Politics. --- Philosophy. --- Education, Higher --- Computer network resources. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Aids and devices --- Government policy --- Education—Philosophy. --- Education and state. --- Digital Education and Educational Technology.