Rethinking Learning for a Digital Age: How learners are shaping their own experiences

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2010-06-16
  • Publisher: Routledge
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Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners' experiences of learning are changing and raises important challenges to the educational status quo.Rethinking Learning for a Digital Age :Moves beyond stereotypes of the net generation to explore the diversity of e-learning experiences today Analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter Reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approachesToday's learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.

Author Biography

Rhona Sharpe is Principal Lecturer in Educational Development, Oxford Centre for Staff and Learning Development, Oxford Brookes University. Helen Beetham is an e-learning consultant. Sara de Freitas is Director of Research, Serious Games Institute, University of Coventry Technology Park.

Table of Contents

List of Tablesp. vii
List of Figuresp. viii
List of Contributorsp. ix
Forewordp. xvii
Acknowledgementsp. xxi
An Introduction to Rethinking Learning for a Digital Agep. 1
New Contexts for Learningp. 13
The Influence of Pervasive and Integrative Tools on Learners' Experiences and Expectations of Studyp. 15
Social Networking: Key Messages From the Researchp. 31
Managing Study and Life With Technologyp. 43
Constructs That Impact the Net Generation's Satisfaction With Online Learningp. 56
Provisionality, Play and Pluralism in Liminal Spacesp. 72
Frameworks for Understanding Learners' Experiencesp. 83
Understanding Students' Uses of Technology for Learning: Towards Creative Appropriationp. 85
Expanding Conceptions of Study, Context and Educational Designp. 100
How Learners Change: Critical Moments, Changing Mindsp. 114
Listening With a Different Ear: Understanding Disabled Students' Relationships With Technologiesp. 128
Strengthening and Weakening Boundaries: Students Negotiating Technology Mediated Learningp. 142
New Learning Practicesp. 153
The Changing Practices of Knowledge and Learningp. 155
Analysing Digital Literacy in Action: A Case Study of a Problem-oriented Learning Processp. 170
Collaborative Knowledge Buildingp. 184
'But It's Not Just Developing Like a Learner, It's Developing as a Person': Reflections on E-portfolio-based Learningp. 199
Skills and Strategies for E-learning in a Participatory Culturep. 212
Indexp. 225
Table of Contents provided by Ingram. All Rights Reserved.

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