LEADER 04107oam 2200925 450 001 9910140504503321 005 20230125193932.0 010 $a1-927356-82-2 010 $a1-927356-80-6 010 $a1-927356-81-4 035 $a(CKB)2670000000570226 035 $a(EBL)1810525 035 $a(SSID)ssj0001400882 035 $a(PQKBManifestationID)12510305 035 $a(PQKBTitleCode)TC0001400882 035 $a(PQKBWorkID)11344793 035 $a(PQKB)10701067 035 $a(MiAaPQ)EBC4839948 035 $a(CEL)448837 035 $a(OCoLC)895193178 035 $a(CaBNVSL)slc00235271 035 $a(MiAaPQ)EBC3295335 035 $a(MiAaPQ)EBC1810525 035 $a(Au-PeEL)EBL1810525 035 $a(OCoLC)871227973 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/60514 035 $a(VaAlCD)20.500.12592/9wt8nz 035 $a(MnU)OTLid0000355 035 $a(EXLCZ)992670000000570226 100 $a20140225d2014 uy 0 101 0 $aeng 135 $aurbn#---|u||u 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeaching crowds $elearning and social media /$fJon Dron, Terry Anderson 210 $cAthabasca University Press$d2014 210 1$aEdmonton, Alberta]:$cAU Press,$d[2014]. 210 4$dİ2014 215 $a1 online resource (353 pages) $cillustrations 225 1 $aIssues in distance education series 311 $a1-322-18023-7 311 $a1-77199-000-7 320 $aIncludes bibliographical references and index. 327 $aCover Page -- Title Page -- Copyright Page -- Dedication -- Contents -- List of Figures and Tables -- Preface -- Chapter 1 On the Nature and Value of Social Software for Learning -- Chapter 2 Social Learning Theories -- Chapter 3 A Typology of Social Forms for Learning -- Chapter 4 Learning in Groups -- Chapter 5 Learning in Networks -- Chapter 6 Learning in Sets -- Chapter 7 Learning with Collectives -- Chapter 8 Stories From the Field -- Chapter 9 Issues and Challenges in Educational Uses of Social Software -- Chapter 10 The Shape of Things and of Things to Come -- References -- Index -- Footnote -- Chapter 8. 330 $a"[Authors] introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections - on networks and collectives - rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners"--Page [4] of cover. 410 0$aIssues in distance education series. 606 $aEducational technology 606 $aEducation$xSocial aspects 606 $aSocial learning 606 $aSocial media 606 $aGroup work in education 606 $aDistance education 606 $aCritical pedagogy 610 $aself-directed learning 610 $alifelong learners 610 $alearning management systems 610 $ablended learning 610 $anetworked learning 610 $aeducational technology 610 $asocial media 610 $alearning communities 615 0$aEducational technology. 615 0$aEducation$xSocial aspects. 615 0$aSocial learning. 615 0$aSocial media. 615 0$aGroup work in education. 615 0$aDistance education. 615 0$aCritical pedagogy. 676 $a371.33 700 $aDron$b Jon$f1961-$0906873 702 $aAnderson$b Terry$f1950- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bUkMaJRU 906 $aBOOK 912 $a9910140504503321 996 $aTeaching crowds$92028547 997 $aUNINA