LEADER 05481oam 2200721I 450 001 9910464977403321 005 20200520144314.0 010 $a1-283-58955-9 010 $a9786613902009 010 $a1-135-16126-7 010 $a0-203-85802-6 024 7 $a10.4324/9780203858028 035 $a(CKB)2560000000093001 035 $a(EBL)667821 035 $a(OCoLC)811493384 035 $a(SSID)ssj0000720365 035 $a(PQKBManifestationID)11477597 035 $a(PQKBTitleCode)TC0000720365 035 $a(PQKBWorkID)10668553 035 $a(PQKB)10834019 035 $a(OCoLC)810077905 035 $a(MiAaPQ)EBC667821 035 $a(Au-PeEL)EBL667821 035 $a(CaPaEBR)ebr10598641 035 $a(CaONFJC)MIL390200 035 $a(EXLCZ)992560000000093001 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe decentring of the traditional university $ethe future of (self) education in virtually figured worlds /$fRussell Francis 210 1$aLondon ;$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (168 p.) 300 $aDescription based upon print version of record. 311 $a0-415-68100-6 311 $a0-415-55053-X 320 $aIncludes bibliographical references and index. 327 $aFront Cover; The Decentring of the Traditional University; Copyright Page; Contents; List of illustrations; Preface by Anne Edwards; Acknowledgements; Introduction; 1. From the culture industry to participatory culture; Understanding media change: from the culture industry to participatory culture; Media change and learning; Peering into the future of (self ) education; Research site, informants and data collection; 2. Cognitive anthropology on the Cyberian frontier; Introduction; Sociocultural and activity theory: an overview; Cognitive anthropology and studies of cognition in the wild 327 $aExpansive learning: double binds, breaking away and horizontal developmentsProjective identities and virtually figured worlds; Digitally mediated practice as new media literacy; Summary; 3. The learner as designer; Introduction; Understanding the learner as designer; The scope of design work in the new media age; The challenges and choices confronting the learner as designer; Towards a theory of mindful design; Summary; 4. Creative appropriation, new media and self-education; Introduction; The concept of creative appropriation expanded; Breaking away from the traditional university 327 $aCreative appropriation and authentic needCreative appropriation: driving cultural change from the bottom up; Identity as a mediator and motivator of learning activity; Challenges, choices and new media literacies; Summary; 5. Globally distributed funds of living knowledge; Introduction; Conceptual building blocks for understanding collaborative learning beyond the networked university; The formation of a fund of living knowledge; Cultivating and nurturing globally distributed funds of living knowledge; Mobilizing a globally distributed fund of living knowledge 327 $aNurturing a globally distributed fund of living knowledgeChallenges, choices and new media literacies; Summary; 6. Learning through serious play in virtually figured worlds; Bruner and the narrative construction of self; Learning by being in immersive game worlds; Worldmaking as self-making; Serious play, history in laptop and committed learning; Virtually figured worlds as expanded spaces of self-authoring; Lifelong learning beyond institutional boundaries; Summary; 7. The decentring of the traditional university; Introduction; Two approaches to understanding the implications of media change 327 $aConceptualizing higher education with the aid of Engestro?m's extended mediational triangleAre we witnessing the decentring of the traditional university?; Implications for educational policy and practice; Directions for further research; Towards a developmental research agenda; Appendix: Data collection strategy and methods; Notes; Bibliography; Index 330 $aThe Decentring of the Traditional University provides a unique perspective on the implications of media change for learning and literacy that allows us to peer into the future of (self) education. Each chapter draws on socio-cultural and activity theory to investigate how resourceful students are breaking away from traditional modes of instruction and educating themselves through engagement with a globally interconnected web-based participatory culture. The argument is developed with reference to the findings of an ethnographic study that focused on university students' info 606 $aEducation, Higher$xComputer network resources 606 $aLanguage and languages$xComputer-assisted instruction 606 $aShared virtual environments 606 $aDistance education 608 $aElectronic books. 615 0$aEducation, Higher$xComputer network resources. 615 0$aLanguage and languages$xComputer-assisted instruction. 615 0$aShared virtual environments. 615 0$aDistance education. 676 $a378.1/734 700 $aFrancis$b Russell James$f1970-,$0920213 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464977403321 996 $aThe decentring of the traditional university$92064095 997 $aUNINA