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The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for

Internet in higher education. --- Telecommunication in higher education. --- Computer-assisted instruction. --- Active learning. --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Education --- Educational technology --- Programmed instruction --- Telematics --- Education, Higher --- Data processing --- Active learning --- Computer-assisted instruction --- Internet in higher education --- Telecommunication in higher education --- 028.7 --- 028.7 Information literacy --- Information literacy

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The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author's direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainabilityProvides an instructional design model for NCDescribes an original approach to the evaluation of collaborative learning processes.

Didactic strategies --- Computer architecture. Operating systems --- actief leren --- sociale netwerken --- e-learning --- computerondersteund onderwijs

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If it is true that no one is able to predict the future scenarios in which new generations will need to move, it is also true that we can at least try to hypothesise how to 'equip' them to undertake the great journey towards and through those scenarios. The hypothesis proposed in this volume is that the 'backpack' of the 'traveller towards possible futures' cannot be without two essential tools: firstly, the ability to self-direct and self-regulate one's own continuous learning, enabling and enhancing it with the aid of increasingly advanced technologies; and secondly, knowing how to grasp the peculiarities of the new interaction spaces that are coming into being thanks to those technologies. What can the world of education do in this regard, from this day forward? Certainly not limit itself to dispensing knowledge but rather devote the appropriate amount of time to training students in the mental habit of constantly relocating their learning process in the scenarios and situations that can arise in everyday life on a personal, professional and social level: scenarios and situations that will increasingly develop in so-called hybrid spaces, produced by the intermingling of real and digital spaces and in which formal, non-formal and informal learning processes also tend to merge naturally. This volume discusses hybrid spaces and in particular their capacity to offer an ideal context for seamless learning, i.e. a seamless learning process that goes beyond the traditional patterns of formal education and helps students to become protagonists of their own future.

Blended learning. --- Educational technology.

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If it is true that no one is able to predict the future scenarios in which new generations will need to move, it is also true that we can at least try to hypothesise how to 'equip' them to undertake the great journey towards and through those scenarios. The hypothesis proposed in this volume is that the 'backpack' of the 'traveller towards possible futures' cannot be without two essential tools: firstly, the ability to self-direct and self-regulate one's own continuous learning, enabling and enhancing it with the aid of increasingly advanced technologies; and secondly, knowing how to grasp the peculiarities of the new interaction spaces that are coming into being thanks to those technologies. What can the world of education do in this regard, from this day forward? Certainly not limit itself to dispensing knowledge but rather devote the appropriate amount of time to training students in the mental habit of constantly relocating their learning process in the scenarios and situations that can arise in everyday life on a personal, professional and social level: scenarios and situations that will increasingly develop in so-called hybrid spaces, produced by the intermingling of real and digital spaces and in which formal, non-formal and informal learning processes also tend to merge naturally. This volume discusses hybrid spaces and in particular their capacity to offer an ideal context for seamless learning, i.e. a seamless learning process that goes beyond the traditional patterns of formal education and helps students to become protagonists of their own future.

Blended learning. --- Educational technology.

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