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" Learning in a networked society : "
Yael Kali, Ayelet Baram-Tsabari, Amit M. Schejter, editors.
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BL
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| Record Number
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861218
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| Title & Author
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Learning in a networked society : : spontaneous and designed technology enhanced learning communities /\ Yael Kali, Ayelet Baram-Tsabari, Amit M. Schejter, editors.
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| Publication Statement
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Cham, Switzerland :: Springer,, 2019.
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| Series Statement
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Computer-supported collaborative learning series
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| Page. NO
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1 online resource (x, 263 pages) :: illustrations (some color)
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| ISBN
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303014609X
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: 3030146103
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: 3030146111
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: 303014612X
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: 9783030146092
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: 9783030146108
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: 9783030146115
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: 9783030146122
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9783030146092
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| Notes
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Includes index.
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| Contents
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Five Waves of Conceptualizing Knowledge and Learning for Our Future in a Networked Society -- Technology-enhanced learning communities on a continuum between spontaneous and designed environments -- Forming socio-intellectual capital: the case of LINKS -- Epistemic thinking in a networked society: contemporary challenges and educational responses -- New media: a double edged sword in support of public engagement with science -- Citizen science: an opportunity for learning in the networked society -- Democracy, communication, and education in the twenty first century -- From designed to spontaneous technologically enhanced learning communities: an introduction -- Networked learning analytics: a theoretically informed methodology for analytics of collaborative learning -- eTextbooks: 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 -- Learning inside and between networks: how network perspectices determines research topics and methods
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| Abstract
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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.
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Computer-assisted instruction.
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Educational technology.
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Computer-assisted instruction.
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Educational technology.
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| Dewey Classification
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371.33/4
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| LC Classification
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LB1028.5.L43 2019
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| Added Entry
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Baram-Tsabari, Ayelet
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Kali, Yael
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Schejter, Amit M.
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