LEADER 03706nam 22005655 450 001 9910485024103321 005 20240322033908.0 010 $a9783319019345 010 $a3319019341 024 7 $a10.1007/978-3-319-01934-5 035 $a(CKB)3710000000415700 035 $a(EBL)2095948 035 $a(SSID)ssj0001501622 035 $a(PQKBManifestationID)11918709 035 $a(PQKBTitleCode)TC0001501622 035 $a(PQKBWorkID)11446315 035 $a(PQKB)10017890 035 $a(DE-He213)978-3-319-01934-5 035 $a(MiAaPQ)EBC2095948 035 $a(PPN)186028733 035 $a(EXLCZ)993710000000415700 100 $a20150518d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aNetworked Learning $eAn Educational Paradigm for the Age of Digital Networks /$fby Christopher Jones 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (255 p.) 225 1 $aResearch in Networked Learning,$x2570-4532 300 $aDescription based upon print version of record. 311 08$a9783319019338 311 08$a3319019333 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aTechnology, learning and social life -- The age of digital networks -- Theories of learning in a digital age -- A network of learning theories -- An ecology of actors and actants in digital networks -- The institutions: the university -- The infrastructures -- The academic -- The Learner -- The future of networked learning. 330 $aThis single-authored volume presents technical, academic, and societal context for networked learning across educational settings. It lays the necessary groundwork by differentiating networked learning from related concepts such as e-learning and technology-enhanced learning, and situating technological progress within the larger context of social change. From there, the most salient questions relating to infrastructures and institutions are analyzed, including challenges for the university, the role of affordance in digital educational design, whether networked learning has (or needs) its own pedagogy, and the wider political implications of networked learning. This synthesis transforms a wide-ranging and seemingly scattered multidisciplinary field into a cohesive, accessible, and operable whole. Featured among the topics:   ·         Theories of learning in a digital age. ·         The significance of networked theories for networked learning. ·         Openness, open educational resources, and the university. ·         Cloud computing and hybrid infrastructures. ·         Pedagogy and the scholarship of teaching and learning. ·         Relationships between technology use in society and in education.   Given its balance of theoretical and practical information and present-day and future-based insights, Networked Learning has considerable value for education researchers, educational technology researchers, teachers, policymakers, and students. 410 0$aResearch in Networked Learning,$x2570-4532 606 $aEducational technology 606 $aDigital Education and Educational Technology 615 0$aEducational technology. 615 14$aDigital Education and Educational Technology. 676 $a371.33 676 $a371.33/4 700 $aJones$b Christopher$4aut$4http://id.loc.gov/vocabulary/relators/aut$0420415 906 $aBOOK 912 $a9910485024103321 996 $aNetworked Learning$92852898 997 $aUNINA