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000727232 020__ $$a9783319019345$$qelectronic book
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000727232 0247_ $$a10.1007/978-3-319-01934-5$$2doi
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000727232 050_4 $$aLB1028.5
000727232 08204 $$a371.33/4$$223
000727232 1001_ $$aJones, Chris,$$d1951 April 30-$$eauthor.
000727232 24510 $$aNetworked learning$$h[electronic resource] :$$ban educational paradigm for the age of digital networks /$$cChristopher Jones.
000727232 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2015]
000727232 300__ $$a1 online resource.
000727232 336__ $$atext$$btxt$$2rdacontent
000727232 337__ $$acomputer$$bc$$2rdamedia
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000727232 4901_ $$aResearch in networked learning
000727232 504__ $$aIncludes bibliographical references and index.
000727232 5050_ $$aTechnology, learning and social life -- The age of digital networks -- Theories of learning in a digital age -- A network of learning theories -- An ecology of actors and actants in digital networks -- The institutions: the university -- The infrastructures -- The academic -- The Learner -- The future of networked learning.
000727232 506__ $$aAccess limited to authorized users.
000727232 520__ $$aThis single-authored volume presents technical, academic, and societal context for networked learning across educational settings. It lays the necessary groundwork by differentiating networked learning from related concepts such as e-learning and technology-enhanced learning, and situating technological progress within the larger context of social change. From there, the most salient questions relating to infrastructures and institutions are analyzed, including challenges for the university, the role of affordance in digital educational design, whether networked learning has (or needs) its own pedagogy, and the wider political implications of networked learning. This synthesis transforms a wide-ranging and seemingly scattered multidisciplinary field into a cohesive, accessible, and operable whole. Featured among the topics: · Theories of learning in a digital age. · The significance of networked theories for networked learning. · Openness, open educational resources, and the university. · Cloud computing and hybrid infrastructures. · Pedagogy and the scholarship of teaching and learning. · Relationships between technology use in society and in education. Given its balance of theoretical and practical information and present-day and future-based insights, Networked Learning has considerable value for education researchers, educational technology researchers, teachers, policymakers, and students.
000727232 650_0 $$aComputer-assisted instruction.
000727232 650_0 $$aLearning.
000727232 650_0 $$aSocial networks$$xComputer network resources.
000727232 77608 $$iPrint version:$$z9783319019338
000727232 830_0 $$aResearch in networked learning.
000727232 852__ $$bebk
000727232 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-01934-5$$zOnline Access$$91397441.1
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000727232 980__ $$aEBOOK
000727232 980__ $$aBIB
000727232 982__ $$aEbook
000727232 983__ $$aOnline
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