Learning in a networked society : spontaneous and designed technology enhanced learning communities
Mentés helye:
| Testületi szerző: | |
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| Közreműködő(k): | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Cham : Springer International Publishing : Imprint: Springer,
2019
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| Kiadás: | 1st ed. 2019. |
| Sorozat: | Computer-supported collaborative learning series, ISSN 1573-4552 ; 17. |
| Tárgyszavak: | |
| Online elérés: | https://doi.org/10.1007/978-3-030-14610-8 |
| Címkék: |
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opac-EUL01-000998742 |
|---|---|
| collection |
e-book |
| institution |
L_135 EUL01 |
| spelling |
Learning in a networked society spontaneous and designed technology enhanced learning communities edited by Yael Kali, Ayelet Baram-Tsabari, Amit M. Schejter 1st ed. 2019. Cham Springer International Publishing Imprint: Springer 2019 X, 263 p. 36 ill., 28 ill. színes ; online forrás szöveg txt rdacontent számítógépes c rdamedia távoli hozzáférés cr rdacarrier szövegfájl PDF rda Computer-supported collaborative learning series 1573-4552 17. Foreword: Roots and future of LINKS research: New trajectories and approaches for advancement -- Part I – Learning in a networked society -- Introduction: Technology-enhanced learning communities on a continuum between spontaneous and designed -- Information & Knowledge Research @LINKS -- Part II - From Spontaneous to Designed TEL Communities -- The double-edged sword of new media in supporting public engagement with science -- Citizen science: An opportunity for learning in a networked society -- Democracy, Communication, and Education in the 21st Century -- Part III - From Designed to Spontaneous TEL Communities -- Networked Learning Analytics: A Theoretically Informed Methodology for Collaborative -- E-Textbook: Challenges to Pedagogy, Law and Policy -- Future Learning Spaces: Exploring Perspectives from LINKS Research -- ICTs in Religious Communities: Communal and Domestic Integration of New Media among Jewish ultra-Orthodoxy in Israel -- Part IV - Policy Implications. 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. Nyomtatott kiadás: ISBN 9783030146092 Nyomtatott kiadás: ISBN 9783030146115 Nyomtatott kiadás: ISBN 9783030146122 Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. könyv e-book oktatástechnológia hálózati tanulás felsőoktatás e-learning elektronikus könyv oktatás 21. sz. Educational technology Learning Instruction Educational psychology Education Psychology Kali, Yael szerkesztő Baram-Tsabari, Ayelet szerkesztő Schejter, Amit M. szerkesztő SpringerLink (Online service) közreadó testület Computer-supported collaborative learning Online változat https://doi.org/10.1007/978-3-030-14610-8 EUL01 |
| language |
English |
| format |
Book |
| author2 |
Kali, Yael, szerkesztő Baram-Tsabari, Ayelet, szerkesztő Schejter, Amit M., szerkesztő |
| author_facet |
Kali, Yael, szerkesztő Baram-Tsabari, Ayelet, szerkesztő Schejter, Amit M., szerkesztő SpringerLink (Online service), közreadó testület |
| author_corporate |
SpringerLink (Online service), közreadó testület |
| author_sort |
Kali, Yael |
| title |
Learning in a networked society : spontaneous and designed technology enhanced learning communities |
| spellingShingle |
Learning in a networked society : spontaneous and designed technology enhanced learning communities Computer-supported collaborative learning series, ISSN 1573-4552 ; 17. oktatástechnológia hálózati tanulás -- felsőoktatás e-learning elektronikus könyv oktatás -- 21. sz. Educational technology Learning Instruction Educational psychology Education -- Psychology elektronikus könyv |
| title_sub |
spontaneous and designed technology enhanced learning communities |
| title_short |
Learning in a networked society |
| title_full |
Learning in a networked society spontaneous and designed technology enhanced learning communities edited by Yael Kali, Ayelet Baram-Tsabari, Amit M. Schejter |
| title_fullStr |
Learning in a networked society spontaneous and designed technology enhanced learning communities edited by Yael Kali, Ayelet Baram-Tsabari, Amit M. Schejter |
| title_full_unstemmed |
Learning in a networked society spontaneous and designed technology enhanced learning communities edited by Yael Kali, Ayelet Baram-Tsabari, Amit M. Schejter |
| title_auth |
Learning in a networked society spontaneous and designed technology enhanced learning communities |
| title_sort |
learning in a networked society spontaneous and designed technology enhanced learning communities |
| series |
Computer-supported collaborative learning series, ISSN 1573-4552 ; 17. |
| series2 |
Computer-supported collaborative learning |
| publishDate |
2019 |
| publishDateSort |
2019 |
| physical |
X, 263 p. : 36 ill., 28 ill. színes ; online forrás |
| edition |
1st ed. 2019. |
| isbn |
978-3-030-14610-8 |
| issn |
1573-4552 |
| callnumber-first |
L - Education |
| callnumber-subject |
LC - Social Aspects of Education |
| callnumber-label |
LC8-6691 |
| callnumber-raw |
1000800 |
| callnumber-search |
1000800 |
| topic |
oktatástechnológia hálózati tanulás -- felsőoktatás e-learning elektronikus könyv oktatás -- 21. sz. Educational technology Learning Instruction Educational psychology Education -- Psychology elektronikus könyv |
| topic_facet |
oktatástechnológia hálózati tanulás -- felsőoktatás e-learning elektronikus könyv oktatás -- 21. sz. Educational technology Learning Instruction Educational psychology Education -- Psychology elektronikus könyv oktatástechnológia hálózati tanulás e-learning elektronikus könyv oktatás Educational technology Learning Instruction Educational psychology Education felsőoktatás Psychology |
| url |
https://doi.org/10.1007/978-3-030-14610-8 |
| illustrated |
Illustrated |
| dewey-hundreds |
300 - Social sciences |
| dewey-tens |
370 - Education |
| dewey-ones |
371 - Schools & their activities; special education |
| dewey-full |
371.33 |
| dewey-sort |
3371.33 |
| dewey-raw |
371.33 |
| dewey-search |
371.33 |
| first_indexed |
2023-12-27T20:04:43Z |
| last_indexed |
2023-12-30T20:55:00Z |
| recordtype |
opac |
| publisher |
Cham : Springer International Publishing : Imprint: Springer |
| _version_ |
1786737958155452417 |
| score |
13,364702 |
| generalnotes |
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. |