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020 _a9783319019345
_9978-3-319-01934-5
024 7 _a10.1007/978-3-319-01934-5
_2doi
035 _ato000557176
040 _aSpringer
_cSpringer
_dRU-ToGU
050 4 _aLC8-6691
072 7 _aYQT
_2bicssc
072 7 _aEDU039000
_2bisacsh
082 0 4 _a371.33
_223
100 1 _aJones, Christopher.
_eauthor.
_9274061
245 1 0 _aNetworked Learning
_helectronic resource
_bAn Educational Paradigm for the Age of Digital Networks /
_cby Christopher Jones.
260 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2015.
300 _aX, 249 p. 9 illus., 6 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aResearch in Networked Learning
505 0 _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.
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.
650 0 _aeducation.
_9566270
650 0 _aEducational technology.
_9303678
650 1 4 _aEducation.
_9566271
650 2 4 _aEducational Technology.
_9303678
710 2 _aSpringerLink (Online service)
_9143950
773 0 _tSpringer eBooks
830 0 _aResearch in Networked Learning
_9446954
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-01934-5
912 _aZDB-2-SHU
999 _c412010