Learning In a Networked Society
Spontaneous and Designed Technology Enhanced Learning Communities
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Beschreibung
One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today’s information-based networked society.
One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today’s information-based networked society.
Examines the types of interaction, knowledge construction, social organization and power structures occurring in technology-enhanced learning (TEL) communities Equips scholars with empirical and theoretical insights for studying established and emerging research fields Seeks to combat the school-society digital disconnect phenomenon, in which school learning experiences are technologically impoverished compared to daily society interactions Brings together experts in the fields of education, educational psychology, learning sciences, science education, science communication, communication, social welfare, knowledge management, information sciences, law, human computer interface and instructional design
Autor*in
Yael Kali
Themen in »Learning In a Networked Society«
Learning in a networked society Technology-enhances learning communities Information & knowledge research New media, public engagement, and science Democracy, communication, and education in the 21st century Designed to spontaneous TEL communities Spontaneous to designed TEL communities Networked learning analytics E-textbooks challenging pedagogy, law, and policy Future learning spaces ICTs in religious communities Domestic integration of new media LINKS policy implications School-society digital disconnect learning and instruction