| 書目名稱 | Learning In a Networked Society | | 副標(biāo)題 | Spontaneous and Desi | | 編輯 | Yael Kali,Ayelet Baram-Tsabari,Amit M. Schejter | | 視頻video | http://file.papertrans.cn/583/582750/582750.mp4 | | 概述 | Examines the types of interaction, knowledge construction, social organization and power structures occurring in technology-enhanced learning (TEL) communities.Equips scholars with empirical and theor | | 叢書名稱 | Computer-Supported Collaborative Learning Series | | 圖書封面 |  | | 描述 | One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as wel | | 出版日期 | Book 2019 | | 關(guān)鍵詞 | Learning in a networked society; Technology-enhances learning communities; Information & knowledge res | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-030-14610-8 | | isbn_ebook | 978-3-030-14610-8Series ISSN 1573-4552 Series E-ISSN 2543-0157 | | issn_series | 1573-4552 | | copyright | Springer Nature Switzerland AG 2019 |
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