LEADER 04020nam 22005175 450 001 9910349477603321 005 20240322060303.0 010 $a9789811308185 010 $a9811308187 024 7 $a10.1007/978-981-13-0818-5 035 $a(CKB)4940000000125624 035 $a(MiAaPQ)EBC5434957 035 $a(DE-He213)978-981-13-0818-5 035 $a(EXLCZ)994940000000125624 100 $a20180620d2018 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTechnology, Research and Professional Learning $eConstructing Intellectual Exchange in the Rise of Network Society /$fby Jingjing Zhang 205 $a1st ed. 2018. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2018. 215 $a1 online resource (XIX, 150 p. 12 illus. in color.) 225 1 $aPerspectives on Rethinking and Reforming Education,$x2366-1666 311 08$a9789811308178 311 08$a9811308179 327 $aPreface -- Part One: Historical and Theoretical Accounts -- 1 The Historical Accounts of the Use of Network Technologies in Academia -- 2 Theoretical Accounts of Technology and Learning -- 3 Challenges of Understanding Technology, Research, and Learning -- 4 Definitions and a Model -- Part Two: Scholars and Their Research Contexts -- 5 Interviewing Oxford Scholars -- 6 Wellcome Centre for Neuroethics at Oxford -- Part Three: Network Technology, Intellectual Exchange and Research -- 7 the Nature of Network Technology in Academia -- 8 Intellectual Exchange in Academic Dialogue -- 9 Changes to Scholarly Communication -- 10 Research Contexts Conducive to Intellectual Exchange -- 11 Conclusions -- Bibliography -- Appendices. 330 $aThis book investigates the use of network technologies in research, and explores how such use potentially changes the nature of professional learning between academics. It attempts to situate the discussion of technology use in real-world research settings, to identify the different forms of participation in intellectual exchange embedded in academic dialogue, and to further contribute to knowledge on how the use of network technology potentially changes the nature of learning. Multiple data collection methods are employed, in two forms of study: a single case study, and a number of individual interviews. The single case study was carried out over a one-year period, and consisted of interviews (22 interviewees), observations, and document review. Individual semi-structured interviews were carried out over a similar period of time with a wider and different population of 24 academics from different Oxford faculties. Half of these were interviewed twice.The main findings presented in this book demonstrate that the direct consequences of technology use are changes to academic dialogue and scholarly communication in general. The change to this critical aspect of research ? scholarly communication ? has potentially led to more distributed research in interconnected research environments. It is the changes to scholarly communication and the research environment that consequently affect participation in intellectual exchange. . 410 0$aPerspectives on Rethinking and Reforming Education,$x2366-1666 606 $aEducational technology 606 $aProfessional education 606 $aVocational education 606 $aDigital Education and Educational Technology 606 $aProfessional and Vocational Education 615 0$aEducational technology. 615 0$aProfessional education. 615 0$aVocational education. 615 14$aDigital Education and Educational Technology. 615 24$aProfessional and Vocational Education. 676 $a371.33 700 $aZhang$b Jingjing$4aut$4http://id.loc.gov/vocabulary/relators/aut$01058955 906 $aBOOK 912 $a9910349477603321 996 $aTechnology, Research and Professional Learning$92503316 997 $aUNINA