Conclusion—Place-Based Spaces for Networked Learning
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book sketches a number of ideas that help understand some complex sets of evolving relations: between the activities of networked learning and the physical, digital, social, and epistemic contexts which both frame and are reshaped by those activities. De Laat and Dawson describe an app that provides a bridging function bridging between students with complementary interests or skills and bridging across digital and physical spaces. Some of the cases described by Bilandzic and Foth shows how digital social media used to make it easier for people to find others in their group, physical space who has complementary interests and skills. Ravelli and McMurtrie draw on social semiotics to analyze how the materials, humans, and virtual components come together in the learning space of a university library. Bilandzic and Foth contribute with a socio-spatial analysis of hackerspaces, coworking spaces, and meetup groups.