Toward Diversity in Researching Teaching and Technology Philosophies-in-Practice to teaching and learning, the theoretical ground- ing of BL in the CoI framework and its research traditions of quality and effectiveness measures (Garrison, & Arbaugh, 2007) for meeting "specific learning requirements" (Garrison & Kanuka, 2004, p. 97) loosen that tie considerably. Recognition of the interdependence of the social affordances of technologies and design of teaching and learning environments, firmly place BL on the human control side of the philosophy of technology continuum. In its pursuit of "for- malized, quantifiable, desirable affordances" BL incorporates instrumentalist qualities of optimistic substantivism. Concerns around provision for contextual needs in order to achieve pedagogical purposes link means to ends and loosely associate BL with technological critical theory. communities" (Hodgson & Watland, 2004, p. 126). The NL community relational view of process of learning, where the production of meaning is a collaborative activity involving connecting people and resources, aligns well with SNA and ANT. Articulated respect for diverse individu- als, cultural contexts, and recognition of diverse forms of knowledge, combined with engagement in teaching and learning practices that respect- fully acknowledge learners' lived experiences, perspectives, and voices associate NL theorists and practitioners with broader postmodernist approaches to HE. Networked Learning (NL) IMPLICATIONS FOR EDUCATIONAL PRACTIONTIONERS, RESEARCHERS, AND INSTITUTIONS OF HIGHER EDUCATION