Descripciones mejoradas de Syndetics:

"This is a must-read for every student, lecturer and professor. It establishes Internet Studies as essential to an understanding of how learners and educators can capture the value of our networked world."

Professor William H. Dutton, Director of the Oxford Internet Institute, University of Oxford

In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.

The authors present new perspectives on the subject by:

- exploring the way teaching and learning are changing with the presence of the Internet and participatory media

- providing a theoretical grounding in new learning practices from education, communication and information science

- addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources

- emphasising the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.

This book is for everyone involved in e-learning. Teachers and educators will gain an understanding of new learning practices, and learners will gain a sense of their new role as active participants in classroom and lifelong learning. Graduate students and researchers will gain insight into the direction of research in this new and exciting area of education and the Internet.

Tabla de contenidos provista por Syndetics

• About the Authors(p. viii)
• Acknowledgements(p. ix)
• Introduction: New Learning Practices(p. 1)
• What's New in Learning?(p. 1)
• What is Driving New Conditions for Learning?(p. 6)
• Chapter Contents(p. 8)
• Looking Forward(p. 10)
• Further Reading(p. 11)
• Chapter 1 The New Media(p. 12)
• Introduction(p. 12)
• Features of Computer-mediated Communication(p. 13)
• Conclusion(p. 26)
• Further Reading(p. 27)
• Chapter 2 Theories of Learning(p. 28)
• Introduction(p. 28)
• Transformation, Framing and Emergence(p. 29)
• Challenges for Assessment(p. 40)
• Toward E-learning Theory(p. 41)
• Texts(p. 41)
• Conclusion(p. 43)
• Further Reading(p. 44)
• Chapter 3 Theorizing Online Learning(p. 45)
• Introduction(p. 45)
• Existing Theoretical Positions(p. 47)
• Does E-learning Require a New Theory of Learning?(p. 56)
• Three Questions Answered(p. 57)
• Further Thoughts(p. 60)
• Conclusion(p. 61)
• Further Reading(p. 62)
• Chapter 4 New Literacies, New Discourses in E-learning(p. 63)
• From New Literacies to New Discourses(p. 63)
• Exploring Modes(p. 65)
• From 'Literacy' to 'Discourse'(p. 70)
• The Implications of a 'Discourse' View of E-learning(p. 71)
• A Reciprocal, Co-evolutionary Model of Literacy Development and Learning(p. 75)
• Developing a New 'Language' for E-learning(p. 77)
• Conclusion(p. 80)
• Further Reading(p. 80)
• Chapter 5 Participatory Cultures(p. 81)
• Introduction(p. 81)
• Technologies of Participation(p. 84)
• Brief History of IT Development(p. 87)
• Participatory Media(p. 90)
• Educational Spaces: 1.0 and 2.0(p. 93)
• Changes in Authority and Contribution(p. 96)
• Conclusion(p. 107)
• Further Reading(p. 108)
• Chapter 6 Learning Communities(p. 109)
• Introduction(p. 109)
• Defining and Locating Community(p. 109)
• Why Collaboration and Community?(p. 111)
• The Concept of Community(p. 114)
• Creating an E-learning Community(p. 118)
• Promoting a Community(p. 122)
• Conclusion(p. 123)
• Further Reading(p. 124)
• Chapter 7 Sociotechnical Perspectives(p. 125)
• Introduction(p. 125)
• Reviewing Social Processes and Technology(p. 129)
• Managing the Social and Technical Mix in E-learning(p. 135)
• Balancing the Social and Technical(p. 138)
• Conclusion(p. 141)
• Further Reading(p. 142)
• Chapter 8 E-learning Ecologies(p. 143)
• Introduction(p. 143)
• The Ecology of the E-learning Environment(p. 148)
• Personal Ecologies(p. 157)
• Conclusion(p. 159)
• Further Reading(p. 160)
• Chapter 9 Ubiquitous Learning, Ubiquitous Learners(p. 161)
• Introduction(p. 161)
• Becoming a Ubiquitous E-learner(p. 163)
• Who Is a Ubiquitous E-learner?(p. 165)
• What Does a Ubiquitous Learner Learn?(p. 167)
• The Ubiquitous Learner and the Economics of Attention(p. 176)
• Conclusion(p. 177)
• Further Reading(p. 178)
• Chapter 10 E-inclusion and Exclusion(p. 179)
• Introduction(p. 179)
• Digital Divide(p. 180)
• Digital Spectrum(p. 183)
• Conclusion(p. 189)
• Further Reading(p. 190)
• Chapter 11 Cross-cultural Issues(p. 191)
• Introduction(p. 191)
• Issues Arising from Cultural Diversity(p. 192)
• E-learning Across the Globe(p. 199)
• Potential Problems with Cross-Cultural Approaches to E-learning(p. 205)
• Further Reading(p. 206)
• Chapter 12 Researching E-learning(p. 207)
• Introduction(p. 207)
• Getting Started in E-learning Research(p. 209)
• E-learning Research Dimensions(p. 213)
• Research about and for E-learning(p. 213)
• New Forms of Research Formats in the Digital Age(p. 215)
• Becoming an E-Researcher(p. 217)
• Future Research(p. 219)
• From Research about E-learning to Research for E-learning(p. 223)
• Conclusions(p. 224)
• Further Reading(p. 226)
• References(p. 227)
• Index(p. 255)

Notas de autor provistas por Syndetics

Caroline Haythornthwaite is Director and Professor at the School of Library, Archival and Information Studies at The University of British Columbia.
Richard Andrews is Professor in English and Dean of the Faculty of Children and Learning at the Institute of Education, University of London.