| An emerging theoretical framework for connected learning offers a system for examining one's approach to learning with---as opposed to learning from---others in the context of performing work or striving to achieve common goals. Connected learning is operationally defined as the learning that occurs within individuals as they intentionally come together in the context of professional communities of practice to collectively examine their work; to share in decision-making or problem solving tasks; or to develop and implement shared goals and visions. It is suggested that connected learning occurs in environments in which individuals openly and honestly examine their individual and collective practices, values, and beliefs. This alternative format dissertation is presented in three sections. Section one is an ethnographic study of a school as learning organization and provides the background and context for the emerging theory of connected learning. Using constructivist grounded theory, section two presents an emerging theoretical framework of connected learning. Section three uses developmental action inquiry to present a narrative of the dissertation process. |
