GET CONNECTED!: collaborative adventures in networked spaces of learning

The Ernst & Young University of the Future White Paper (2012) identified digital technologies as a major force of change in education futures. In Learning Spaces (2006, p.1.3), Oblinger argues the need for innovative explorations that bring together space, technology and education philosophies to ensure learner success. James Cook University has its vision on learning futures, setting up digital classrooms modelled on spaces that promote collaborative learning at its Australian campuses in Cairns and Townsville in North Queensland, and its offshore campus in Singapore. The aim is to create learning spaces that are responsive to a digital and networked world, and that engage university students in meaningfully connected ways. Connectivity of learning is not restricted to students. Networked spaces also open potential research adventures between academics from diverse disciplines. It is as if the very space of the networked classroom draws both students and academics into communities of learning. This paper seeks to explore the notion of ‘relational’ space itself. It takes up theories from phenomenology, Eastern philosophy, quantum physics, matrixial space, new network science, actor-network theory and rhizomatics, in order to reflect on how these theories of space offer imaginings towards research adventures involving connective learning (Siemens 2006) in ‘networked’ classrooms. The site of this adventure is one model ‘networked’ classroom at the JCU Singapore campus which uses ProVEOS wireless learning technology