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001441376 001__ 1441376
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001441376 0247_ $$a10.1007/978-3-030-77673-2$$2doi
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001441376 049__ $$aISEA
001441376 050_4 $$aLB1028.57$$b.O55 2021
001441376 08204 $$a371.33/44678$$223
001441376 24500 $$aOnline postgraduate education in a postdigital world :$$bbeyond technology /$$cTim Fawns, Gill Aitken, Derek Jones, editors.
001441376 264_1 $$aCham :$$bSpringer,$$c[2021]
001441376 264_4 $$c©2021
001441376 300__ $$a1 online resource (xxxv, 259 pages) :$$billustrations (some color)
001441376 336__ $$atext$$btxt$$2rdacontent
001441376 337__ $$acomputer$$bc$$2rdamedia
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001441376 4901_ $$aPostdigital science and education,$$x2662-5334
001441376 504__ $$aIncludes bibliographical references and index.
001441376 5050_ $$aDRAFT Foreword (TBC) -- Introduction by the editors -- Assessment, feedback and learning in a networked world; by Dai Hounsell (agreed) -- Evaluation of teaching: Toward complex, postdigital ideas of quality; by Christine Sinclair and Tim Fawns (agreed) -- Student experiences and expectations of online learning; (TBC) -- Managing diverse student needs, backgrounds, and contexts; by Cathy Stone, Janet Dyment and Jill Downing (TBC) -- A sociomaterial look at reflective practice (TBC) -- Networked professional learning in the postdigital age: Asking critical questions of postgraduate teacher education; by Rachel Buchanan (TBC) -- Finding the teacher: Recognising and rewarding postgraduate, online teachers in policy and practice; by Gill Aitken and Sarah Hayes (TBC) -- Navigating the institution: Developing a vision for educational futures; by Tim Fawns, Michael Gallagher, and Sian Bayne (agreed) -- Conclusion by the editors -- Afterword (TBC).
001441376 506__ $$aAccess limited to authorized users.
001441376 520__ $$aThis edited volume builds upon the premise that online learning is not separate from the social and material world, and is made up of embodied, socially-meaningful experiences. It is founded on a "postdigital" perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections with what comes before and after any formally-scheduled tasks. Unlike other books relating to online education, this book combines a theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies, with a focus grounded in postgraduate practice. This focus has important implications for the kinds of students and learning that are explored in the chapters of the book. This book provides an important contribution to the knowledge of what is required to produce quality, online postgraduate programmes at the level of teachers, curriculum designers, faculty developers and policy-makers
001441376 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed December 22, 2021).
001441376 650_0 $$aWeb-based instruction.
001441376 650_0 $$aUniversities and colleges$$xGraduate work.
001441376 650_6 $$aUniversités$$xÉtudes des 2e et 3e cycles.
001441376 655_0 $$aElectronic books.
001441376 7001_ $$aFawns, Tim,$$eeditor.
001441376 7001_ $$aAitken, Gill,$$eeditor.
001441376 7001_ $$aJones, Derek,$$eeditor.
001441376 77608 $$iPrint version:$$z3030776727$$z9783030776725$$w(OCoLC)1249077766
001441376 830_0 $$aPostdigital science and education.$$x2662-5334
001441376 852__ $$bebk
001441376 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-77673-2$$zOnline Access$$91397441.1
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