This ambitious multidisciplinary volume assembles diverse critical-theory approaches to the current and future states of networked learning.
Author: Petar Jandrić
This ambitious multidisciplinary volume assembles diverse critical-theory approaches to the current and future states of networked learning. Expert contributors expand upon the existing literature by analyzing the ethical aspects of networked learning and the ongoing need for more open, inclusive, and socially engaged educational practice. Chapters explore in depth evolving concepts of real and virtual, the processes of learning in, against, and beyond the internet, and the role of critical pedagogy in improving social conditions. In all, coverage is both realistic and positive about the potential of digital technologies in higher education as well as social and academic challenges on the horizon. Included among the topics: Counting on use of technology to enhance learning. Decentralized networked learning through online pre-publication. The reality of the online teacher. Moving from urban to virtual spaces and back. The project of a virtual emancipatory pedagogy. Using information technologies in the service of humanity. It is no longer a question of "Can technology enhance learning" it's a given that it does. Critical Learning in Digital Networks offers education researchers, teacher educators, instructional technologists, and instructional designers tools and methods for strengthening this increasingly vital interconnection.
Critical e-Learning: Struggle for Power and Meaning in the Network Society.
Zagreb: FF Press & Polytechnic of Zagreb. Jandrić, P., & Boras, D. (Eds.) (2015). Critical Learning in Digital Networks. New York: Springer. Jandrić, P., & Hayes, S.
Author: Peter McLaren
Publisher: Bloomsbury Publishing
Postdigital Dialogues on Critical Pedagogy, Liberation Theology and Information Technology presents a series of dialogues between Peter McLaren, a founding figure of critical pedagogy, and Petar Jandric, a transdisciplinary scholar working at the intersections between critical pedagogy and information technology. The authors debate the postdigital condition, its wide social impacts, and its relationship to critical pedagogy and liberation theology, as part of a transdisciplinary effort to develop a new postdigital revolutionary consciousness in the service of humanity. Throughout the dialogues we see how McLaren's thinking on critical pedagogy and liberation theology have developed since the publication of Pedagogy of Insurrection, and how these developments play out in Jandric's theory of the postdigital condition. The book includes a foreword by Peter Hudis and an afterword by Michael A. Peters.
The book provides an engaging overview of the ways in which digital media impact on current understandings of informal learning, and it offes a range of grounded studies of the changing relations between digital media and informal learning processes with a particular focus on young people. A variety of international scholars examine these processes across a number of sites and settings, from Japan to Finland and the USA, and they discuss their implications for education, ICT and media. The volume is an ideal resource for graduate students as well as for practitioners and policy-makers.
This book posits the idea that networked learning is the one new paradigm in learning theory that has resulted from the introduction of digital and networked technologies.
Author: Christopher Jones
This book posits the idea that networked learning is the one new paradigm in learning theory that has resulted from the introduction of digital and networked technologies. It sets out, in a single volume, a critical review of the main ideas and then articulates the case for adopting a networked learning perspective in a variety of educational settings. This book fills a gap in the literature on networked learning. Although there are several edited volumes in the field there is no other monograph makes the academic case and provides the academic context for networked learning. This volume accomplishes three main goals. First, it assists researchers and practitioners in acquainting themselves with the field. Second, it provides resources for reference and guidance to those not well acquainted with the field. Finally and most powerfully, it also allows for the consolidation of a field that is truly multidisciplinary in a way that maintains coherence and consistency.
Including coverage on a broad range of topics such as digital storytelling, virtual environment, and cross-cultural communication, this book is ideally designed for academicians, researchers, and librarians seeking current research on ...
Author: Yildiz, Melda N.
Publisher: IGI Global
It is imperative that the 21st century population develops media literacy competence at several levels. Schools possess a crucial role in achieving these competencies and as such, teachers need to be equipped with effective methods and training. Promoting Global Competencies Through Media Literacy is an advanced reference publication featuring the latest scholarly research on transdisciplinary and transformative assessment practices from primary-level to university-level educational settings. Including coverage on a broad range of topics such as digital storytelling, virtual environment, and cross-cultural communication, this book is ideally designed for academicians, researchers, and librarians seeking current research on current trends in media literacy in educational settings.
This dissertation presents a qualitative analysis of the self-directed learning patterns of knowledge workers within the context of digital networks.
Author: Mélanie L. Sisley
This dissertation presents a qualitative analysis of the self-directed learning patterns of knowledge workers within the context of digital networks. The study seeks to address some tensions that exist among educational perspectives on the use of digital networks for learning. Namely that digital networks provide more ‘authentic’ learning experiences by virtue of its quasi immediate access to information for problem solving as well as its more tailored information gathering affordances. On the opposite spectrum, digital networks are said to be diluting critical instincts, ‘herding’ users into like-minded groups and even impairing certain crucial cognitive features. In order to shed light on the debate, this study interviewed eight individuals of the knowledge working community who perform an occupation for which they have no formally recognized certification—therefore creating a natural context for self-directed learning. The assumption was that these individuals may possess tacit skills to harness and/or mediate the features of digital learning. The participants of the study were asked to provide a ‘recipe’ or a list of ‘ingredients’ for effective self-teaching as well as describe, in general, their learning journeys. The interviews were then analyzed using a qualitative methodology to let emerge a dialectal account of the themes that surrounded this experience. These themes were classified using Bouchard’s (2009) four-dimensional framework of learning autonomy. The model aims to characterize the elements of autonomy through the conative (motivational), algorithmic (mechanic), semantic (interpretive) and economic dimensions. While recognizing that motivation and mechanics have been the main focus of most educational research of a learning account, the Bouchard model also includes the role of ?meaning making? or the new interpretive implications of rich media as well as the mediating role of economics as a new dimensions that emerged due to digital networks. The results yielded a more comprehensive portrait of the issues that surround learner autonomy as well as a nuanced characterization of the notion of ‘value’ of learning.
With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground.
Author: Robin Goodfellow
Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: ‘literacies and learning’ and ‘learning technologies’. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.
Digital networks are not a competitive advantage by themselves but they can be
a critical factor to building one . ... are surpassed by the one critical competitive
advantage digital networks can lead to , improving organisational learning [ 10 ) .
Author: Library of Congress. Copyright OfficePublish On: 1999
Increasingly , distance learning will provide a critical tool to meet the curricular
needs of students at all grade levels and to ensure equitable ... But , in K - 12
schools , the use of digital networks to deliver distance learning is far from
Author: University of California, Santa CruzPublish On: 2006
Digital Arts and New Media (831) 459-1554 http://digitalarts.ucc.edu Faculty and
Professional Interests RALPH. ... Assistant Professor of Film and Digital Media
Film and media theory discourses on technology, digital culture, experimental
media, critical and ... and reading, language learning and speech technology
pattern recognition, psychology of interactive media, psychology of art and new
A Self-paced Workbook for Learning to Effectively Use the Internet and Evaluate
Online Information Debra Jones. “ A new world is arising in the vast web of digital
, electronic media which connect us . Computer - based communications media ...
Author: Debra Jones
Publisher: Neal Schuman Pub
Draws on critical thinking skills from the reader to learn how to use the Internet and evaluate its resources
Addressing a significant gap in the field of multiliteracies by focusing on multilingualism, this book explores new digital spaces for language learning and methods of extending understandings of youth literacy in an increasingly ...
Author: Jim Anderson
Classrooms are increasingly multicultural in their social composition, and students are increasingly connected, through digital media, to local and global networks. However, pedagogy has failed to take full advantage of the opportunities these resources represent. Multilingual Digital Storytelling draws attention to the interfaces between learner engagement, creativity and critical digital literacy, as well as addressing the multilingual within the multiliteracies framework. Addressing a significant gap in the field of multiliteracies by focusing on multilingualism, this book explores new digital spaces for language learning and methods of extending understandings of youth literacy in an increasingly interconnected world. Drawing on innovative and multi-site research projects based in mainstream and community schools in London and overseas, this book discusses how young people become engaged creatively and critically with literacy by demonstrating how digital storytelling can be used as a tool for language development. The book begins by considering linguistic, cultural, cognitive and social dimensions of language learning from a theoretical perspective, whilst the second part focuses on practical case studies that reflect and illustrate these theoretical principles. Offering a powerful new perspective on multiliteracies pedagogy, Multilingual Digital Storytelling will appeal to researchers and academics in the fields of education, applied linguistics, sociology and youth and community studies. It will also be an invaluable resource for teachers, teacher educators, curriculum planners and policymakers.
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In addition to learning about digital media , students ( as emerging scholars and
researchers ) should be critical of developments in the Digital Age from a position
of knowledge and not ignorance or irrational fear . Of course , public concern ...
Author: Kevin Kawamoto
Publisher: Pearson College Division
Category: Language Arts & Disciplines
This comprehensive overview of digital media technologies and their impact on society is a user-friendly introduction for students trying to understand how technology is shaping the world around them. The Digital Age is already upon us and society is feeling its impact. Media and Society in the Digital Age explores both the positive and negative implications of living in a rapidly changing communications environment. This text not only helps lay the foundation for understanding the emerging and constantly changing digital media environment, it also provides readers with the knowledge they need to make informed decisions about their future academic, personal, and professional lives.
Presenting school reform grassroots activists - teachers, parents, and organizers alike - in their own words, the editors document the newly emerged role of digital networks of activists in school reform and analyze their efforts as acts of ...
Author: Alison Heron Hruby
Publisher: Palgrave Pivot
This book provides first-person accounts from parents and educators in the United States who have negotiated for a prominent role in current conversations about school reform. Heron Hruby and Landon-Hays argue that it is important to both theorize and document grassroots efforts at a time when digital networking in the Untied States allows a range of people – not just those in conventional positions of corporate or political power - to garner widespread support for education policy. In particular, the book focuses on the shifts in power that take place when teachers and parents are able to carve out successful wide-spread campaigns against high-profile policy movements, specifically the present movement towards charter school proliferation and value-added measures of teacher quality advocated by a growing number of political leaders, political action committees, and privately funded ad hoc advocacy groups.
This book will be of great interest to academics, post graduate students and researchers in the field of digital learning, communication and education research.
Author: David Kergel
Communication and Learning in an Age of Digital Transformation provides cross-disciplinary perspectives on digitization as social transformation and its impact on communication and learning. This work presents openness within its interpretation of the digital and its impact on learning and communication, acknowledging historical contexts and contemporary implications emerging from discourse on digitization. The book presents a triangulation of different research perspectives. These perspectives, which range from digital resistance parks and cyber-religious questions to cultural-scientific media-theoretical reflections, point to the performative openness of the analysis. The book represents an interdisciplinary approach and opens a space for understanding the social complexity of digital transformations in teaching and learning. This book will be of great interest to academics, post graduate students and researchers in the field of digital learning, communication and education research.
The Place ( s ) of Learning Finally , what are the implications of these arguments
for our thinking about learning ? ... inquisitive , self - directed learners : they are
more sceptical and analytical , more inclined toward critical thinking , and more
likely to challenge and question established authorities ... 54 Academic analyses
of learning in relation to digital media have drawn on a wide range of
Author: David Buckingham
Publisher: Mit Press
Contributors discuss how growing up in a world saturated with digital media affects the development of young people's individual and social identities.As young people today grow up in a world saturated with digital media, how does it affect their sense of self and others? As they define and redefine their identities through engagements with technology, what are the implications for their experiences as learners, citizens, consumers, and family and community members? This addresses the consequences of digital media use for young people's individual and social identities. The contributors explore how young people use digital media to share ideas and creativity and to participate in networks that are small and large, local and global, intimate and anonymous. They look at the emergence of new genres and forms, from SMS and instant messaging to home pages, blogs, and social networking sites. They discuss such topics as "girl power" online, the generational digital divide, young people and mobile communication, and the appeal of the "digital publics" of MySpace, considering whether these media offer young people genuinely new forms of engagement, interaction, and communication.ContributorsAngela Booker, danah boyd, Kirsten Drotner, Shelley Goldman, Susan C. Herring, Meghan McDermott, Claudia Mitchell, Gitte Stald, Susannah Stern, Sandra Weber, Rebekah Willett
... 93 , 94 , 106f recognition learning teaching methods assessment accuracy of ,
140-141 background knowledge supported , 115-116 classroom application , 19-
21 , 117-118 critical features marking , 112-114 , 113f digital media application ...
Author: David Howard Rose
Publisher: Assn for Supervision & Curriculum
Draws from brain research and advances in digital technology to explore the concept of universal design for learning and how it can help meet educational standards while addressing the unique needs of each student.
Navigate Be able to orient oneself in digital networks , learning strategies in
using the Internet . ... The critical point now is to bring the policy agenda and the
more normative research arguing for the necessity of digital competence more in
Author: Ulla Carlsson
Publisher: International Clearinghouse on
"The present Yearbook showcases the Nordic countries and the work being done in the research communities of Denmark, Finland, Iceland, Norway and Sweden. The focus rests on children, youth and media in a digitized media culture."--Book jacket.
Within this framework , ' assignments in research , writing , oral presentation ,
constructions for engineering or the visual arts , performances , service learning ,
and digital media have the potential to challenge students to engage in critical ...