GUIA DIDACTICA ECOSISTEMAS

La infraestructura de la educacin en red se monta sobre aplicaciones de software social, como modelo integrador por medio de pequeas piezas, ligeramente articuladas (D. Weinberger). La web social y de forma general el software social ha influenciado en muchos mbitos educativos. Podemos integrar los 4 mdulos dentro del marco de aprendizaje en red (Networked Learning).

Aunque es un trmino que ya tiene sus aos (desde 1995 en el que se public el libro de L Harasim et al. Redes de aprendizaje), creo que implica a otros conceptos como los mostrados en el mapa conceptual. Se define "aprendizaje en red", como el aprendizaje en el que la informacin y las comunicaciones (TIC) se utilizan para promover las conexiones: entre un aprendiz y otros aprendices, entre aprendices y tutores, entre una comunidad de aprendizaje y sus recursos de aprendizaje. Algunos de los ejemplos ms ricos de la red de aprendizaje implican la interaccin con los materiales online y con otras personas. Pero no vemos el uso de materiales online (como los recursos de la Web) como una caracterstica suficiente para definir la red de aprendizaje. Las interacciones entre las personas en entornos de aprendizaje en red puede ser sncrona, asncrona o ambas cosas. Las interacciones pueden ser a travs de texto, voz, grficos, vdeo, espacios de trabajo compartidos o combinaciones de distintas interacciones. Este es un proceso de desarrollo y mantenimiento de conexiones con las personas adyacente a tus intereses (profesionales) para apoyarse mutuamente en el aprendizaje. Este aprendizaje en red se puede practicar tanto en un ambiente formal como informal.

En contextos formales el aprendizaje logrado a travs de la comunicacin en red es facilitado formalmente, evaluado e identificado por una organizacin educativa. En un ambiente informal, se utiliza para los propios intereses personales, para el aprendizaje de lo que te interesa, o para fines propios de investigacin. Por eso, creemos que hay elementos de conexin entre los diferentes mdulos para establecer las habilidades y competencias bsicas para trabajar en entornos de red, en el que integramos la creacin de redes sociales (educativas), las plataformas de aprendizaje que se generan en estos contextos, las comunidades para el aprendizaje de manera amplia y tambin en mbitos profesionales. Los cambios transformadores los podemos resumir en los siguientes cuatro ejes:

Las teoras de aprendizaje se renuevan. Determinadas teoras educativas a partir del constructivismo social como es el caso del conectivismo. Muchas teoras se han creado dentro del propio entorno digital y, a la vez, tomando conceptualizaciones de anteriores teoras. Repasaremos algunas y nos centraremos en el conectivismo como la teora de aprendizaje en el contexto digital que ms reputacin (en cuanto a referencias sea dicho) ha adquirido en la red. El conectivismo es una teora del aprendizaje en la que postula que la actividad bsica del aprendizaje es construir redes a travs de diferentes artefactos o nodos de informacin. Otro elemento que ha influido son las plataformas de aprendizaje. stas se estn convirtiendo con el software social ( y la conceptualizacin de la web social) en entornos personales.En la era de la Web 2.0, el paradigma de la construccin del conocimiento se puede aplicar a los entornos de aprendizaje en el que las herramientas digitales permiten a los estudiantes aprender tanto a travs de su exposicin como de los contenidos ya existentes, a travs de su papel como creadores activos y colaboradores de ideas, recursos y conocimiento. En los ambientes tradicionales de aprendizaje, los estudiantes pueden sintetizar, analizar, y aadir a los datos y la teora en la bsqueda de una tesis original. En el mundo digital, las posibilidades que ofrecen las herramientas digitales y el software social agregan ms valor a la experiencia de aprendizaje al facilitar perspectivas adicionales y mejorar el nivel de compromiso y creacin de conocimiento. Nos detendremos en el fenmeno de los entornos personales de aprendizaje. Las tecnologas digitales pueden reunir tanto reales como virtuales experiencias apoyando al mismo tiempo oportunidades para la simulacin, el juego, la exploracin, reflexin y creacin. Adems, el software social pone a disposicin una serie de diferentes modalidades de la composicin y expresin de ideas. Trataremos de analizar los distintos plataformas de aprendizaje y en concreto los entornos personales de aprendizaje (PLE). Las comunidades (virtuales) como forma de aprendizaje es otro elemento importante para la forma de aprendizaje dentro de contextos de aprendizaje situado (Lave, Wenger) y en grupos con intereses comunes a nivel profesional. Las redes sociales educativas es otro eje que nos muestra una evolucin de software a partir de la combinacin de elementos de software social.

El advenimiento de la Internet, sin embargo, y en particular lo que estamos llamando "Web 2.0", ha cambiado de manera significativa la relacin con el propio aprendizaje formal, pero, sobre todo, en el mbito informal por medio de todo el software social surgido de Internet en la primera dcada en el siglo XX. La web social o web 2.0 lo ha afianzado y remezclado, de esta manera, se potencia en plataformas como son los sitios de redes sociales. La tecnologa que tuvo este cambio sorprendente y multiplicado por diez, y cmo este afecta al mundo de la educomunicacin de manera directa. Los puntos a desarrollar estn establecidos en el ndice que muestro a continuacin.

Objetivos
Los objetivos para este curso son: Conocer y diferenciar las distintas teoras de aprendizaje contemporneas para establecer las metodologas adecuadas en los procesos de aprendizaje. Desentraar los diferentes componentes del conectivismo en los entornos digitales. Comprender los diferentes tipos de comunidades en entronos virtuales. Capacitar para poder gestionar una comunidad de prctica. Realizar de manera individual un entorno personal de aprendizaje. Conocer y gestionar una red social educativa a partir de la descricin y desarrollo de los sitios de redes sociales.

Programa del curso

MDULO 1. Teoras de aprendizaje. Conectivismo.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

INTRODUCCIN A TEORAS DE APRENDIZAJE: REPASO DE ALGUNAS TEORAS DE APRENDIZAJE INFLUYENTES PARA LA ERA DIGITAL. HEUTAGOGA. NAVEGACIONISMO. LA TEORA DEL ACTOR-RED MICROLEARNING CONECTIVISMO ACERCA DE GEORGE SIEMENS QU ES EL CONECTIVISMO? VISIN GENERAL DEL CONECTIVISMO EL CONECTIVISMO COMO TEORA DE APRENDIZAJE EL CONECTIVISMO FRENTE A TEORAS DE APRENDIZAJE TRADICIONALES. CRTICAS AL CONECTIVISMO. CONTRIBUCIONES DEL CONECTIVISMO AL APRENDIZAJE. CONECTIVISMO Y E-LEARNING EN LUGAR DE TRABAJO.

15. CONTEXT

MDULO 2. Comunidades online: Comunidades de prctica y de aprendizaje

1. INTRODUCCIN. ANTECEDENTES. CARACTERSTICAS

1.1. Historia de las comunidades de prctica 1.2. Dominio de las comunidades de prctica 2. LOS COMPONENTES DE UNA COMUNIDAD DE PRCTICA 3. TIPOS DE COMUNIDADES 3.1. Comunidades de accin 3.2. Comunidades de circunstancia 3.3. Comunidades de inters 3.4. Comunidades de posicin 3.5. Comunidades de fines 4. TEORAS QUE ENMARCAN LAS COMUNIDADES DE PRCTICA 5. COMUNIDADES DE APRENDIZAJE 6. PRINCIPIOS PARA DESARROLLAR COMUNIDADES DE PRCTICA. FACTORES DE XITO DE UNA COMUNIDAD DE PRCTICA 6.1. Presencia social 6.2. Motivacin 6.3. Colaboracin 7. PRINCIPIOS PARA ESTABLECER UNA INFRAESTRUCTURA DE COMUNIDADES DE PRCTICA

MDULO 3. Entornos Personales de Aprendizaje

1. 2. 3. 4. 5.

INTRODUCCIN Y ANTECEDENTES. ESTRUCTURAS Y DIAGRAMAS. TECNOLOGAS Y SERVICIOS. QU DEBE HACER UN PLE. EVALUACIN DE UN PLE.

MDULO 4. Redes Sociales Educativas

1.

INTRODUCCIN A LAS REDES SOCIALES. CONTEXTO Y ANTECEDENTES.

2. 3. 4.

EVOLUCIN DE LOS SITIOS DE REDES SOCIALES SITIOS DE REDES SOCIALES TIPOLOGA DE LOS SITIOS DE REDES SOCIALES

4.4. Sitios de Redes Sociales basados en los perfiles 4.5. Sitios de Redes Sociales basados en objetos sociales. 4.6. Sitios de Redes Sociales genricas o de marca blanca (en alojamiento web). 4.7. Entornos virtuales multiusuario. 4.8. Servicios de Redes Sociales Mviles 4.9. Microblogging. Actualizaciones o presencia en la red. 5. REDES SOCIALES EDUCATIVAS. 5.1. Teora de Redes. Redes complejas.
1. 2. 3.

Anlisis de Redes Sociales. Anlisis de Redes Dinmicas. Sistemas Complejos

6. CONCLUSIONES

Hola. Ante todo daros las gracias por haberse apuntado a este curso de posgrado y espero que de manera particular y conjuntamente podamos aprender todo lo relacionado con los nuevos ecosistemas digitales dentro de entornos de aprendizaje. En estos momentos soy formador y colaborador de la Universidad de Len e investigando y llevando a cabo la Tesis Doctoral sobre estos temas que vais a tomar contacto durante estos 2 meses.
Para un mayor contacto de "cercania" dejo un vdeo de presentacin. Espero que les guste.

(Una sugerencia: para conexiones lentas, presionen el icono de PLAY, y luego el de Pausa. Dejen que la barra se complete, y vuelvan a dar Play, para ver el video sin interrupciones. Mientras se carga, pueden abrir, en otra pestaa, el resto de la gua didctica. Como alternativa tambin puedes descargrtelo en esta direccin:
http://www.box.net/shared/pi20d5esrl)

Una breve introduccin al curso "Ecosistemas Digitales en entornos de aprendizaje" en el marco de Virtual Educa (Buenos Aires, 2010).

Lista de material bibliogrfico del curso consultada por el docente

Mdulo 1: Axelrod, R. (2000). Harnessing complexity. New York: Basic Books, Bonk, C. Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. London ; New York: Routledge. Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organizational Science, 2(1), 40-57. Recuperado de http://www2.parc.com/ops/members/brown/papers/orglearning.html Brown, T. H. (2005). Beyond constructivism: exploring future learning paradigms. Education Today, 2. Clay, M. (1999). Development of Training and Support Programs for Distance Education Instructors. Online Journal of Distance Learning Administration, 2(3). Recuperado de http://www.westga.edu/~distance/clay23.html Cormier, D. (2008). Rhizomatic Education: Community as Curriculum. Innovate, 4(5). Recuperado de http://www.innovateonline.info/pdf/vol4_issue5/Rhizomatic_Education-__Community_as_Curriculum.pdf Deleuze, G., & Guattari, F. (1987). A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press. Dixon, N. M. (2000). Common Knowledge: How Companies Thrive by Sharing What They Know. Boston, MA: Harvard Business School Press. Downes, S. (2005). E-learning 2.0. eLearn Magazine,. Recuperado de http://www.elearnmag.org/subpage.cfm?article=291&section=articles Downes, S. (2006a). An introduction to connective knowledge. Recuperado 10 de noviembre, 2009 de http://www.downes.ca/cgibin/page.cgi?post=33034 Downes, S. (2006b). Learning networks and connective knowledge. Instructional Technology Forum (ITFORUM) discussion paper,. Recuperado de http://it.coe.uga.edu/itforum/paper92/paper92.html Driscoll, M. P. (2004). Psychology of Learning for Instruction. Needham Heights, MA: Allyn & Bacon. Ertmer, P. A., & Newby, T. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quaterly, 6(4), 50-72. Recuperado de http://uow.ico5.janison.com/ed/subjects/edgi911w/readings/ertmerp1.pdf Fee, K. (2009). Delivering E-learning: A Complete Strategy for Design, Application and Assessment. Kogan Page Ltd. Gantz, J. F., Chute, C., Manfrediz, A. et al. (2008). The expanding digital universe: an update forecast of worldwide information growth through 2011 [White Paper]. Recuperado 23 de diciembre, 2009 de http://www.emc.com/collateral/analyst-reports/diverseexploding-digital-universe.pdf

Gredler, M. E. (1997). Learning and Instruction: Theory into Practice. Englewood Cliffs, NJ: Prentice Hall. Hase, S., & Kenyon, C. (2000). From Andragogy to Heutagogy. Recuperado 20 diciembre, 2009 de http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Hill, W. F. (2002). Learning: A Survey of Psychological Interpretations. Prentice Hall. Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed Cognition: Toward a New Foundation for Human-Computer Interaction Research. ACM Transactions on Human-Computer Interaction, 7(2), 174-196. Recuperado de http://citeseer.ist.psu.edu/old/hollan00distributed.html Hug, T. (2007). Didactics of Microlearning: Concepts, Discourses and Examples. Waxmann Verlag GmbH. Hug, T., Lindner, M., & Bruck, P. A. (2006, 12-15 november). Microlearning: Emerging Concepts, Practices and Technologies after e-Learning. Proceedings from Proceedings of Microlearning 2005. Learning & Working in New Media, Innsbruck. Hutchins, H. M., & Hutchison, D. Cross-Disciplinary Contributions to E-Learning Design: A Tripartite Design Model. Journal of Workplace Learning, 20(5), 364-380. Recuperado de http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0 =EJ808644&ERICExtSearch_SearchType_0=no&accno=EJ808644 Kerr, B. (2007). A challage to connectivism. Keynote presentation delivered at the Connectivism Online Conference, 2-9 February. Recuperado 28 de noviembre, 2009 de http://learningevolves.wikispaces.com/kerr Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13. Recuperado de http://www.irrodl.org/index.php/irrodl/article/viewArticle/523/1103 Merriam, S. B., & Caffarella, R. S. (2007). Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey Bass & Sons. Moravec, J. (2008). Moving beyond Education 2.0. Education Futures,. Recuperado de http://www.educationfutures.com/2008/02/15/moving-beyond-education-20/ Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.3793&rep=rep1&type=pdf Siemens, G. (2006a). Connectivism: Learning and Knowledge Today. Global Summit,. Recuperado de http://educationau.edu.au/jahia/webdav/site/myjahiasite/shared/globalsummit/gs2006_siemens.pdf Siemens, G. (2006b). Connectivism: Learning theory or pastime of the self-amused. Retrieved February, 2, 2008. Recuperado de http://www.elearnspace.org/Articles/Connectivism_response.doc Siemens, G. (2006c). Knowing knowledge. Vancouver, BC: Lulu. Siemens, G., & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. Manitoba University. Stephenson, K. (1998). What knowledge tears apart, networks make whole. Internal Focus, 36. Recuperado de http://www.netform.com/html/icf.pdf Toffler, A. (1973). Future Shock. Pan Books. Verhagen, P. (2006). Connectivism: a new learning theory? Recuperado 20 de diciembre, 2009 de http://www.surfspace.nl/nl/Redactieomgeving/Publicaties/Documents/Connectivism%20a%20new%20theory.pdf (2003). Vygotsky's Educational Theory in Cultural Context. Cambridge. Waight, C. L., & Stewart, B. L. (2005). Valuing the Adult Learner in E-Learning: A Conceptual Model for Corporate Settings. Journal of Worplace Learning, 17(5/6), 337-345. Recuperado de

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0 =ED492283&ERICExtSearch_SearchType_0=no&accno=ED492283 Mdulo 2: Alcalde, A. I., Buitago, M., Castanys, M., Flces, M. P., Flecha, R., Rodrguez, P. G., Jaussi, M. L., Lavado, J., Odina, M., & Ortega, S. (2006). Transformando la escuela: comunidades de aprendizaje: Las comunidades de aprendizaje. Barcelona: Grao. Anklam, P. (2007). Net Work: A Practical Guide to Creating and Sustaining Networks at Work and in the World. Amsterdam: Butterworth-Heinemann. Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. Theoretical foundations of learning environments, 1, 25-55. Recuperado de http://books.google.com/books?hl=en&lr=&id=QhbBLtPudScC&oi=fnd&pg=PA25&dq=Barab+Duffy&ots=pgO92q5eC&sig=xSHdbBgucmAK5Kiha_kfYZsSnK8 Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organizational Science, 2(1), 40-57. Recuperado de http://www2.parc.com/ops/members/brown/papers/orglearning.html Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and matematics. En Resnick, L. B. (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum. Flecha, R., & Larena, R. (2008). Comunidades de aprendizaje. Sevilla: Fundacin ECOEM. Gairn, J. (2006). Las comunidades virtuales de aprendizaje. Educar, 37, 41-64. Recuperado de http://ddd.uab.cat/pub/educar/0211819Xn37p41.pdf Gros, B. (2008). Aprendizajes, conexiones y artefactos: la produccin colaborativa del conocimiento. Barcelona: Gedisa. Hara, N. (2000). Social construction of knowledge in professional communities of practice: Tales in the courtrooms. Bloomington: Indiana University. Hildreth, P. M., & Kimble, C. (2004). Knowledge Networks: Innovation Through Communities of Practice. Hershey: Idea Group Publishing. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. Riel, M., & Polin, L. (2004). Online Learning Communities: common ground and critical diferences in designing technical environments. En Barab, S. A., Kling, R., & Gray, J. H. (Eds.), Designing virtual communities in the service of learning (pp. 16-20). New York: Cambridge University Press. Saint-Onge, H., & Wallace, D. (2003). Leveraging Communities of Practice for Strategic Advantage. Amsterdam: ButterworthHeinemann. Santamara, F. (2009, 12-19 de noviembre). Ecosistema y evolucin de las comunidades de prctica y de aprendizaje. Proceedings from IV Congreso de la Cibersociedad 2009, Barcelona. Recuperado de http://www.cibersociedad.net/congres2009/es/coms/ecosistema-y-transformacion-en-las-comunidades-de-practica-y-deaprendizaje/924/ Sveiby, K. E., & Simons, R. (2002). Collaborative climate and effectiveness of knowledge work-an empirical study. Journal of Knowledge Management, 6(5), 420-433. Recuperado de http://www.emeraldinsight.com/Insight/ViewContentServlet?contentType=Article&Filename=/published/emeraldfulltextarticle/pdf/230 0060501.pdf Tu, C.-H. (2002). The management of social presence in an online learning environment. International Journal on E-learning, 34-45. Wenger, E. (2001). Comunidades de prctica: aprendizaje, significado e identidad (38). Barcelona: Paids.

Wenger, E., Mcdermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, Massachussetts: Harvard Business School Press. Zhu, E., & Baylen, D. M. (2005). From learning community to community learning: pedagogy, technology and interactivity. Edicational Media International, 42(3), 251-268. Recuperado de http://www.informaworld.com/smpp/74537370328366063/content~db=all~content=a714023311 Mdulo 3: Amberg, M., Reinhart, M., Haushahnand, M., & Hofman, P. (2009, April 2009). Designing an Integrated Web-based Personal Learning Environment based on the Crucial Success Factors of Social Networks. Proceedings from V International Conference on Multimedia and Information and Communitation Technologies in Education, Lisbon, Portugal. Anderson, T. (2006). PLEs versus LMS: Are PLEs ready for Prime time? Recuperado 20 de octubre, 2008 de http://terrya.edublogs.org/2006/01/09/ples-versus-lms-are-ples-ready-for-prime-time/ Andrews, R. (2007). Dont tell your parents: schools embrace MySpace. Wired News, 19. Recuperado de http://tonyinosaka.googlepages.com/myspace-wired.pdf Arenas, E. (2008, Personal Learning Environments: implications and chalenges. Proceedings from PLE Symposium, Queensland, Australia. Attwell, G. (2006). Personal Learning Environments. Recuperado 28 de diciembre, 2007 de http://www.theknownet.com/writing/weblogs/Graham_Attwell/entries/6521819364 (Comp). (2006). Social Software, Personal Learning Environments and Lifelong Competence Development. (Comp). (2006). Personal Learning Environments, online at: http://www. knownet. com/writing/weblogs. Graham_Attwell. (Comp). (2006). Social Software, Personal Learning Environments and Lifelong Competence Development. Attwell, G. (2007). Personal learning environments: The future of e-learning? eLearning Papers, 2 (1). Retrieved August, 15, 2008. Attwell, G., Chrzaszcz, A., Hilzensauer, W., Hornung-Prhauser, Veronika & Pallister, J. (2007). Grab your future with an e-portfolio Study on new qualifications and skills needed by teachers and career counsellors to empower young learners with the e-portfolio concept and tools Summary Report. Recuperado 23 de julio, 2009 de http://www.salzburgresearch.at/research/publications_detail_e.php?pub_id=360 Attwell, G. (2008). The social impact of Personal Learning Environments. En Connected Minds, Emerging Cultures: Cybercultures in Online Learning (pp. 119-140). Charlotte, N.C.: Information Age Publishing. Attwell, G. (2008). Social Software, Personal Learning Environments and the Future of Teaching and Learning. Actas do Encontro sobre Web,. Recuperado de http://www.scribd.com/doc/5495503/Social-Software-Personal-Learning-Environments-and-the-Futureof-Teaching-and-Learning Attwell, G. (2008). Web 2.0 and the changing ways we are using computers for learning: What are the implications for pedagogy and curriculum. Retrieved May, 31. Recuperado de http://www.elearningeuropa.info/files/media/media13018.pdf Attwell, G., & Costa, C. (2009). Integrating personal learning and working environments. Recuperado de http://www.pontydysgu.org/wp-content/uploads/2008/11/workandlearning.pdf Attwell, G. (2009). E-PortfoliosThe DNA of the Personal Learning Environment? Journal of e-Learning and Knowledge Society, 3(2). Recuperado de http://www.pontydysgu.org/wp-content/uploads/2008/02/eportolioDNAofPLEjournal.pdf Attwell, G. (2007). Personal Learning Environments The future of eLearning? eLearning Papers, 2(1). Recuperado de http://www.elearningeuropa.info/out/?doc_id=9758&rsr_id=11561 Auinger, A., Ebner, M., Nedbal, D., & Holzinger, A. (2009). Mixing Content and Endless Collaboration MashUps: Towards Future Personal Learning Environments. En Universal Access in Human-Computer Interaction. Applications and Services (pp. 14-23). Berlin: Springer. Barrett, H. (2008). Online Personal Learning Environments: Structuring Electronic Portfolios to Support Lifelong and Life Wide Learning. TECHNOLOGY AND TEACHER EDUCATION ANNUAL, 19(1). Recuperado de http://www.editlib.org/toc/index.cfm/files/paper_27120.pdf?fuseaction=Reader.DownloadFullText&paper_id=27120&oi=ggp Berlanga, A., Sloep, P., Brouns, F., Van Rosmalen, P., Bitter-Rijpkema, M., & Koper, R. (2007). Functionality for learning networks:

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