This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context.
Author: Allison Littlejohn
This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
Group behavior and learning in electronic forums: a sociotechnical approach.
The Information Society, 19(3), ... Reconceptualising Learning in the Digital Age:
the [un]democratising potential of MOOCs. Singapore: Springer. Littlejohn, A.
Author: Ossiannilsson, Ebba
Publisher: IGI Global
In open education, equality, accessibility, inclusiveness, and lifelong learning are key concerns. To meet, adapt to, and anticipate global goals and needs, as well as address open education concerns, educational programs require systemic changes and innovative leadership for advanced learning environments. Ubiquitous Inclusive Learning in a Digital Era provides innovative insights into the issues and current trends on open, online, flexible education and technology-enabled learning. The content within this publication represents the work of open online learning, hybrid learning, and inclusiveness. It is designed for educational administrators, teachers, librarians, government officials, and graduate-level students seeking covering on topics centered on educational technologies and equal access education.
Developing minds in the digital age: Towards a science of learning for 21st
century education. Educational Research and Innovation. Paris: OECD. Kumar, S
., & Bentley, P. J. (2003). Biologically plausible evolutionary development. In A.
Reconceptualising learning in the digital age: The [un]democratising potential of
MOOCs. Singapore: Springer. Moore, M. G. (1973). Towards a theory of
independent learning and teaching. Journal of Higher Education, 44(9), 661–679
. Moore ...
Author: Insung Jung
This book explores foundational theories that have been applied in open and distance education (ODE) research and refined to reflect advances in research and practice. In addition, it develops new theories emerging from recent developments in ODE. The book provides a unique and up-to-date source of information for ODE scholars and graduate students, enabling them to make sense of essential theory, research and practice in their field, and to comprehend the gaps in, and need for further enquiry into, theoretical approaches in the digital era. It also offers theory-based advice and guidelines for practitioners, helping them make and justify decisions and actions concerning the development, implementation, research and evaluation of ODE.
In Proceedings of the third international conference on learning analytics and
knowledge (pp. 170–179). Leuven, Belgium: ACM. Littlejohn, A., & Hood, N. (
2018). Reconceptualising learning in the digital age: The [un] democratising
Author: Allison Littlejohn
Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.
These encompass transliteracies; critical literacy; media literacy; information
literacy; digital literacies; ... enabled literacy with core literacy skills, and whether
the former detracts from the latter in relation to mastery of literacy for learning.
Issues of differential socio-economic access and inclusion; power and ideology
and ethical civic engagement in a multicultural globalised world also inform the
... a hint of what is coming at us in education and work-based learning over the
next 5 years in terms of new digital technology and media. ... Developing
converged media architectures that creatively build on what we know about e- learning, but that further explore what is ... learning context, practises and the
mobility of learning: There is a need to reconceptualise learning for the mobile age, to recognise ...
Author: Caball, Santi
Publisher: IGI Global
Explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems.
Despite sociological attempts to critically address an age-based digital divide, older adults (65+) continue to be portrayed in the academic literature and public discourse as a homogeneous group characterised by technophobia, digital ...
Despite sociological attempts to critically address an age-based digital divide, older adults (65+) continue to be portrayed in the academic literature and public discourse as a homogeneous group characterised by technophobia, digital illiteracy, and technology non-use. Additionally, the role of socioeconomic factors and personal contexts in later life are often overlooked in studies on technology adoption and use. For example, older adults who are identified as least likely to use technology (frail, care-dependent, low socioeconomic/educational backgrounds) are typically described as a uniform cluster. Yet, research on digital technology use with this group remains scant – so what can we learn from studying technology adoption among them? This article discusses long-term deployment of new communication technologies with such a group of older adults, shedding light on the dynamics of technology adoption and contexts of use/non-use. It is based on a case study approach and a cross-cultural perspective, using Canadian and Australian mixed-methods research from two projects that included interviews, psychometric scales, and field observations. We present cases from these projects and contest the simplistic notion of an age-based digital divide, by drawing on Strong Structuration Theory to explore the interconnection of agency, structure, and context in the sociotechnical process of technology adoption and use/non-use among older adults.
Mwiyeriwa , S. S. and Ngwira , M. E , ( 2003 ) A Malawi Library Consortium : Learning as we go ” , INASP Newsletter , No. 24 , p9 . ... Warschauer , M. ( 2002 ) Reconceptualising the Digital Divide , First Monday , Vol.7 No.7 . Available at ...
Since evidence suggests that at least some forms of self-directed learning are
particularly suited to the online environment, ... (3) evaluating the quality of digital
resources; (4) assimilating information; (5) re-conceptualising understandings;
and (6) networking (Candy, 2004). ... ubiquity and interdependence of these two
phenomena -- the digital revolution on the one hand and self-directed learning
on the ...
Author: Stansfield, Mark
Publisher: IGI Global
Provides cost effective and sustainable learning procedures vital to ensuring long term success for both teacher and student; covers the latest research and findings in relation to best practice examples and case studies.
Take the time to also nourish yourself by determining your own road map , your
own personal learning plan . The Australian School ... 2 Lepani , Barbara ( 1998 )
. The challenge of the digital age . ... Reconceptualising education . [ Online ] ...
Author: Hatzipanagos, StylianosPublish On: 2009-02-28
Guided inquiry: a framework for learning through school libraries in 21st century
schools. http://cissl.scils. rutgers.edu/guided_inquiry/characteristics.html [
accessed 21 ... An analysis of information literacy education worldwide in School.
... Literacies for the Digital Age. ... London: Community Care and the Joint Unit for
Social Services 333 Reconceptualising Information Literacy for the Web 2.0
Author: Hatzipanagos, Stylianos
Publisher: IGI Global
"This book explores how social software and developing community ontologies are challenging the way we operate in a performative space"--Provided by publisher.
—(2003), English Language Learning and Technology: Lectures on Applied
Linguistics in the Age of Information and Communication ... Clark, J. B. (2012),
Introduction: Journeys of integration between multiple worlds: Reconceptualising
multilingualism through ... Collins, A. and Halverson, R. (2009), Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in
Author: Jun Liu
Publisher: Bloomsbury Publishing
Category: Language Arts & Disciplines
This book serves as a comprehensive reference resource for current and prospective English language teachers, students of TESOL, academics, and other professionals working within the field of Teaching English as a Second or Other Language (TESOL). As an essential single-volume resource, TESOL: A Guide explores TESOL in three dimensions: as a profession, as a field of study, and as an international association. In doing so, it offers a thorough summary of themes and issue relevant to TESOL's multiple dimensions, including a practical overview of the TESOL profession and a compendium of current TESOL research topics and methodologies. In commemoration of the 50th anniversary of TESOL International Association, a key section of the book highlights the development of this association and features the reflections of several previous TESOL International Association presidents. Readers will also appreciate the extensive glossary and appendix of TESOL resources, both of which are designed to comprise a valuable and manageable guide for newcomers to the field, as well as for developing practitioners and researchers.
This book presents research and practice which revitalises Heathcote’s ‘Rolling Role’, an innovative trans-disciplinary model which connects the work of multiple classes to engage in collaborative imaginative work.
Author: Susan Davis
This book presents research and practice which revitalises Heathcote’s ‘Rolling Role’, an innovative trans-disciplinary model which connects the work of multiple classes to engage in collaborative imaginative work. The original model was developed by legendary teacher Dorothy Heathcote, an educational innovator who gained international fame for her transformational work centred on dramatic framing to activate meaningful and important learning. She developed models that encouraged teachers to curate powerful learning experiences through careful planning, framing, enactment and reflection. Teacher-in-Role and Mantle of the Expert are the most well known of her strategies, approaches where the teacher exercises high selectivity in a range of meditational tools and means, so as to empower students as agents with the power to ‘act’. While the Rolling Role model is less well known, Heathcote herself believed that it had great potential to be realised through using websites and digital technologies. In the wake of her passing and ongoing examinations of her legacy, a practical exploration was initiated to reconceptualise the Rolling Role model through the use of digital platforms. The resulting project, ‘The Water Reckoning’, was an international project which engaged students in exploring ideas related to climate change, water-based catastrophe and human resilience. Further analysis and archival research have informed a deeper understanding of key principles for implementing Rolling Role and its potential for global collaboration and learning. This work has included close analysis of a set of 16 videotapes Heathcote created as a set of consultations for teachers. The book therefore collects together for the first time accounts regarding the historical development of the Rolling Role system, examples of its use and reflections on its application through the use of digital technologies. Rolling Role has the potential to be applied in a wide range of educational contexts with its focus on engaged learning, and learning that ‘matters’.
Written to enhance the practice of teaching, learning, and research in higher education, this text offers both a critical perspective and practical advice.
Author: Mark Tennant
Teaching, Learning and Research in Higher Education offers a combination of critical perspectives and practical advice that is ideally suited for individuals interested in enhancing their practice through analysis and critique. The aim is to promote a critical understanding of one’s own practices: to foster personal and professional formation through a reflexive engagement with one's environment and circumstances. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory. Teaching, Learning and Research in Higher Education argues that academics can find space for their own agency in the midst of institutional policies and practices that serve to frame, as well as delimit and constrain, what counts as good academic work in teaching and research. This text bridges a gap between those books that provide a high-level analysis of contemporary higher education, the more practical texts on how to be a good teacher in higher education, and those texts which aim to improve teaching through better understanding of the learning process. Topical chapters include: Teacher-learner relationship, Learning groups, Practice-oriented learning, Teaching for diversity, e-learning, Assessment, Approaches to Staff Development, Quality assurance, Supervision and Research education, Doing research, and Teaching & Research. A must-have resource for higher education professions, academic developers, professionals, and anyone looking to improve their teaching and learning practices, Teaching, Learning and Research in Higher Education is also appropriate for continuing and professional development courses in the UK and teaching and learning courses in the US. Mark Tennant is Dean of the University Graduate School, University of Technology, Sydney. Cathi McMullen is Lecturer in the School of Marketing and Management at Charles Sturt University. Dan Kaczynski is Professor in the Educational Leadership department at Central Michigan University.
Literacies for the Digital Age. In A. Martin & D. Madigan (Eds.),Digital literacies for learning. London: Facet ... M. (2007). Bending minds: how technology can
change the 154 Reconceptualising Information Literacy for the Web 2.0
Author: Subhasish Dasgupta
Publisher: IGI Global
With an increasing accessibility to social networking tools, the development of Web 2.0, and the emergence of virtual worlds, social computing crosses cultural boundaries to join people in the digital landscape. Social Computing: Concepts, Methodologies, Tools, and Applications uncovers the growing and expanding phenomenon of human behavior, social constructs, and communication in online environments. This multiple volume publication presents the latest research on social change, evolving networks, media, and interaction with technology to offer audiences a comprehensive view of the impact of social computing on the way cultures think, act, and exchange information.
Communication, Innovation and Education in the Electronic Age Ilana Snyder ...
On the one hand , the need for literacy to be reconceptualised and redefined in
the face of rapid change seems ... Fears attached to the redefinition of literacy to
include visual and digital forms suggest such expansion will lead to the embrace
Author: Ilana Snyder
Publisher: Psychology Press
Category: Language Arts & Disciplines
Written by international scholars from a range of disciplines, the essays in this collection examine the implications of text produced on a keyboard, visible on a screen and transmitted through a global network of computers.
This book describes and understands the many factors that influence a person’s behavior towards digital technologies, and how that affects the person’s potential to benefit from digital society.
Author: Sora Park
Category: Social Science
This book describes and understands the many factors that influence a person’s behavior towards digital technologies, and how that affects the person’s potential to benefit from digital society. The ability to adapt to these new technological environments - and the extent to which an individual embraces them - has become critical to an individual’s well-being and quality of life, the underlying assumption being that only by effectively engaging with digital technologies can the user accrue benefits from the experience. By introducing the concept “digital capital,” which refers to the conditions that determine how people access, use, and engage with digital technology, Park examines how the digital ecosystem of the user lead to new forms of digital inequality. Using numerous empirical studies on internet users and non-users, as well as recommending small localized solutions to the big global problem, a critical and alternative perspective of the digital divide is provided.
Charlotte, NC: Information Age Publishing. ... Rethinking middle years: Early
adolescents, schooling and digital culture. ... Southbank, Australia: Australian Education Union. Cuban ... Reconceptualising the possible narratives of
Author: Nancy Lesko
With recent attention to issues such as youth social exclusion, poverty, school underachievement, school violence, gang activity, sexuality, and youth’s interactions with media and the internet, youth studies has emerged as a significant interdisciplinary field. It has moved beyond its roots in subcultural studies to encompass a diverse array of disciplines, subfields, and theoretical orientations. Yet no volume exists that systematically presents and puts into dialogue the field’s areas of focus and approaches to research. As a unique blend of reference guide, conceptual dictionary, and critical assessment, Keywords in Youth Studies presents and historicizes the "state of the field." It offers theoretically-informed analysis of key concepts, and points to possibilities for youth studies’ reconstruction. Contributors include internationally-renowned field experts who trace the origins, movements, and uses and meanings of "keywords" such as resistance, youth violence, surveillance, and more. The blending of section essays with focused keywords offers beginning and advanced readers multiple points of entry into the text and connections across concepts. A must-read for graduate students, faculty, and researchers across a range of disciplines, this extraordinary new book promotes new interdisciplinary approaches to youth research and advocacy.