Abstract :
This chapter addresses the issue of quality in learning, focusing on dialogue and interaction as a must in global learning and global societal growth. It presents a theoretical framework of a networked learning architecture, with features and theoretical assumptions, which may possess a potential for furthering a global democratic society through educational design. From a theoretical perspective of societal growth as a phenomenon closely related to reflective negotiation of meaning and dialogic collaborative knowledge building among learners, this chapter reports on the experiences, practices and design qualities of the framework in use.
