Boundary Practices and the Use of Boundary Objects in Collaborative Networked Learning

Abstract

Building on a continued interest in boundaries and boundary practice in relation to ICT-based networked learning (Ryberg & Sinclair, 2016), this paper addresses the issue of knowledgeability and identification in design for boundary practice in networked learning. We analyse how two different case studies conducted at the Danish online master programme on ICT and learning (MIL) differ with regard to potential boundary practice and the use of boundary objects.