| |
| |
About the Authors | |
| |
| |
Acknowledgements | |
| |
| |
Introduction: New Learning Practices | |
| |
| |
What's New in Learning? | |
| |
| |
What is Driving New Conditions for Learning? | |
| |
| |
Chapter Contents | |
| |
| |
Looking Forward | |
| |
| |
Further Reading | |
| |
| |
| |
The New Media | |
| |
| |
Introduction | |
| |
| |
Features of Computer-mediated Communication | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
Theories of Learning | |
| |
| |
Introduction | |
| |
| |
Transformation, Framing and Emergence | |
| |
| |
Challenges for Assessment | |
| |
| |
Toward E-learning Theory | |
| |
| |
Texts | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
Theorizing Online Learning | |
| |
| |
Introduction | |
| |
| |
Existing Theoretical Positions | |
| |
| |
Does E-learning Require a New Theory of Learning? | |
| |
| |
Three Questions Answered | |
| |
| |
Further Thoughts | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
New Literacies, New Discourses in E-learning | |
| |
| |
From New Literacies to New Discourses | |
| |
| |
Exploring Modes | |
| |
| |
From 'Literacy' to 'Discourse' | |
| |
| |
The Implications of a 'Discourse' View of E-learning | |
| |
| |
A Reciprocal, Co-evolutionary Model of Literacy Development and Learning | |
| |
| |
Developing a New 'Language' for E-learning | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
Participatory Cultures | |
| |
| |
Introduction | |
| |
| |
Technologies of Participation | |
| |
| |
Brief History of IT Development | |
| |
| |
Participatory Media | |
| |
| |
Educational Spaces: 1.0 and 2.0 | |
| |
| |
Changes in Authority and Contribution | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
Learning Communities | |
| |
| |
Introduction | |
| |
| |
Defining and Locating Community | |
| |
| |
Why Collaboration and Community? | |
| |
| |
The Concept of Community | |
| |
| |
Creating an E-learning Community | |
| |
| |
Promoting a Community | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
Sociotechnical Perspectives | |
| |
| |
Introduction | |
| |
| |
Reviewing Social Processes and Technology | |
| |
| |
Managing the Social and Technical Mix in E-learning | |
| |
| |
Balancing the Social and Technical | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
E-learning Ecologies | |
| |
| |
Introduction | |
| |
| |
The Ecology of the E-learning Environment | |
| |
| |
Personal Ecologies | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
Ubiquitous Learning, Ubiquitous Learners | |
| |
| |
Introduction | |
| |
| |
Becoming a Ubiquitous E-learner | |
| |
| |
Who Is a Ubiquitous E-learner? | |
| |
| |
What Does a Ubiquitous Learner Learn? | |
| |
| |
The Ubiquitous Learner and the Economics of Attention | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
E-inclusion and Exclusion | |
| |
| |
Introduction | |
| |
| |
Digital Divide | |
| |
| |
Digital Spectrum | |
| |
| |
Conclusion | |
| |
| |
Further Reading | |
| |
| |
| |
Cross-cultural Issues | |
| |
| |
Introduction | |
| |
| |
Issues Arising from Cultural Diversity | |
| |
| |
E-learning Across the Globe | |
| |
| |
Potential Problems with Cross-Cultural Approaches to E-learning | |
| |
| |
Further Reading | |
| |
| |
| |
Researching E-learning | |
| |
| |
Introduction | |
| |
| |
Getting Started in E-learning Research | |
| |
| |
E-learning Research Dimensions | |
| |
| |
Research about and for E-learning | |
| |
| |
New Forms of Research Formats in the Digital Age | |
| |
| |
Becoming an E-Researcher | |
| |
| |
Future Research | |
| |
| |
From Research about E-learning to Research for E-learning | |
| |
| |
Conclusions | |
| |
| |
Further Reading | |
| |
| |
References | |
| |
| |
Index | |