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BL
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| Record Number
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889442
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| Main Entry
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Littlejohn, Allison,1962-
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| Title & Author
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Reconceptualising learning in the digital age : : the [Un]democratising potential of MOOCs /\ Allison Littlejohn, Nina Hood.
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| Publication Statement
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Singapore :: Springer,, [2018]
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| Series Statement
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SpringerBriefs in education. Open and distance education
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| Page. NO
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1 online resource
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| ISBN
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9789811088933
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: 9811088934
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9789811088926
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9811088926
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| Bibliographies/Indexes
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Includes bibliographical references.
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| Contents
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Intro; Contents; Summary and Overview; 1 The Many Guises of MOOCs; 1.1 Introducing MOOCs; 1.2 MOOC Dimensions; 1.3 The Origins of MOOCs; 1.4 Conceptualising What It Means to Be MOOC; 1.5 Shifting Meanings: What Do Massive, Open, Online and Course Really Mean?; 1.6 Massive; 1.7 Open; 1.8 Online; 1.9 Course; 1.10 MOOC Ideologies; 1.11 The Ambitions of This Book; References; 2 The [Un]Democratisation of Education and Learning; 2.1 The Hype, De-hype and Re-hype of MOOCs; 2.2 The Learnification of Education; the Wider Context of MOOCs; 2.3 Towards Democracy; 2.4 Different Challenges, Same Outcome.
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2.5 New Name, Repeating Model2.6 Concluding Thoughts; References; 3 The Emancipated Learner? The Tensions Facing Learners in Massive, Open Learning; 3.1 Individual Learner, Common Challenges; 3.2 Student, Learner, User, Participant-Multiple Names for Multiple Actors; 3.2.1 The Student, the Learner; 3.2.2 The User, the Participant; 3.3 Why a MOOC? Motivations and Incentives Among MOOC Learners; 3.4 But Who Benefits?; 3.5 A Closer Look at the Role of Self-regulated Learning in MOOCs; 3.6 Learning Behaviour: Diversity in Engagement; 3.7 Concluding Thoughts; References.
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4 Massive Numbers, Diverse Learning4.1 Learning in MOOCs; What Does It Mean?; 4.2 Individual-Level Factors; 4.3 The Environment; 4.4 Analysing the Norms of Behaviour; 4.5 Qualitative Narratives and Learners' Stories; 4.6 Making Sense of the Learner Stories; 4.7 Concluding Thoughts; References; 5 Designing for Quality?; 5.1 Contested Purpose, Uncertain Quality; 5.2 Notions of Quality; 5.3 Quality of Platform Provider; 5.4 Quality of Instructor; 5.5 Quality of Learning Design; 5.6 Quality of Adaptability to Context; 5.7 Quality of Outcome; 5.8 Concluding Thoughts; References.
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6 A Crisis of Identity? Contradictions and New Opportunities6.1 When Actions Contradict Aims; 6.2 Restraining Elitism, Embracing Democracy; 6.3 MOOCs as a Disrupting, not Reinforcing, Influence; 6.4 Opportunities for All: Supporting Self-regulation; 6.5 Rethinking Success Measures; 6.6 Concluding Thoughts; References.
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| Abstract
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This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
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| Subject
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Computer network resources.
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Education-- Effect of technological innovations on.
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Electronic information resources.
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Internet in education.
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MOOCs (Web-based instruction)
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Open learning.
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Computer network resources.
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EDUCATION-- Administration-- General.
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Education-- Effect of technological innovations on.
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EDUCATION-- Organizations Institutions.
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Electronic information resources.
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Internet in education.
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MOOCs (Web-based instruction)
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Open learning.
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| Dewey Classification
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371.33/44678
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| LC Classification
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LB1044.87
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| Added Entry
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Hood, Nina,1985-
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