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Learning In a Networked Society

Spontaneous and Designed Technology Enhanced Learning Communities

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  • © 2019

Overview

Editors:
  1. Yael Kali

    1. Department of Learning, Instruction, and Teacher Education, University of Haifa, Mount Carmel, Israel

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  2. Ayelet Baram-Tsabari

    1. Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa, Israel

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  3. Amit M. Schejter

    1. Department of Communication Studies, Donald P. Bellisario College of Communications, State College, PA, USA, Ben-Gurion University of the Negev, The Pennsylvania State University, Beer Sheva, Israel

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  • Examines the types of interaction, knowledge construction, social organization and power structures occurring in technology-enhanced learning (TEL) communities
  • Equips scholars with empirical and theoretical insights for studying established and emerging research fields
  • Seeks to combat the school-society digital disconnect phenomenon, in which school learning experiences are technologically impoverished compared to daily society interactions
  • Brings together experts in the fields of education, educational psychology, learning sciences, science education, science communication, communication, social welfare, knowledge management, information sciences, law, human computer interface and instructional design

Part of the book series: Computer-Supported Collaborative Learning Series (CULS, volume 17)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-x
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  2. Five Waves of Conceptualizing Knowledge and Learning for Our Future in a Networked Society

    • Christopher Hoadley, Yael Kali
    Pages 1-21

  3. Learning in a Networked Society

    1. Front Matter

      Pages 23-23
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    2. Technology-Enhanced Learning Communities on a Continuum Between Spontaneous and Designed Environments

      • Iris Tabak, Dani Ben-Zvi, Yael Kali
      Pages 25-37

    3. Forming Socio-intellectual Capital: The Case of LINKS

      • Daphne R. Raban, Dorit Geifman
      Pages 39-54

  4. From Spontaneous to Designed TEL Communities

    1. Front Matter

      Pages 55-55
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    2. Epistemic Thinking in a Networked Society: Contemporary Challenges and Educational Responses

      • Sarit Barzilai, Clark A. Chinn
      Pages 57-77

    3. New Media: A Double-Edged Sword in Support of Public Engagement with Science

      • Ayelet Baram-Tsabari, Amit M. Schejter
      Pages 79-95

    4. Citizen Science: An Opportunity for Learning in the Networked Society

      • Ornit Sagy, Yaela Naomi Golumbic, Hava Ben-Horin Abramsky, Maya Benichou, Osnat Atias, Hana Manor Braham et al.
      Pages 97-115

    5. Democracy, Communication, and Education in the Twenty-First Century

      • Adi Kidron, Noam Tirosh, Yael Kali, Amit M. Schejter
      Pages 117-136

  5. From Designed to Spontaneous TEL Communities

    1. Front Matter

      Pages 137-137
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    2. From Designed to Spontaneous Technologically Enhanced Learning Communities: An Introduction

      • Lynn Schofield Clark, Oren Golan
      Pages 139-144

    3. Networked Learning Analytics: A Theoretically Informed Methodology for Analytics of Collaborative Learning

      • Carmel Kent, Amit Rechavi, Sheizaf Rafaeli
      Pages 145-175

    4. eTextbooks: Challenges to Pedagogy, Law, and Policy

      • Yoni Har Carmel, Shai Olsher, Niva Elkin-Koren, Michal Yerushalmy
      Pages 177-199

    5. Future Learning Spaces: Exploring Perspectives from LINKS Research

      • Yotam Hod, Keren Aridor, Dani Ben-Zvi, Carmit Pion, Patrice L. Weiss, Oren Zuckerman
      Pages 201-220

    6. ICTs in Religious Communities: Communal and Domestic Integration of New Media Among Jewish Ultra-Orthodoxy in Israel

      • Nakhi Mishol-Shauli, Malka Shacham, Oren Golan
      Pages 221-241

  6. Commentary and Future Directions

    1. Front Matter

      Pages 243-243
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    2. Learning Inside and Between Networks: How Network Perspective Determines Research Topics and Methods

      • Ulrike Cress
      Pages 245-255

  7. Back Matter

    Pages 257-263
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Keywords

About this book

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 well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today’s information-based networked society.


Editors and Affiliations

  • Department of Learning, Instruction, and Teacher Education, University of Haifa, Mount Carmel, Israel

    Yael Kali

  • Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa, Israel

    Ayelet Baram-Tsabari

  • Department of Communication Studies, Donald P. Bellisario College of Communications, State College, PA, USA, Ben-Gurion University of the Negev, The Pennsylvania State University, Beer Sheva, Israel

    Amit M. Schejter

About the editors

​Yael Kali is an Associate Professor of Technology Enhanced Learning at the University of Haifa, as well as the Director of the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Together with the TEL-Design Team members, she explores learning and teaching with Information Communication Technologies (ICT), at various levels, from junior high school to higher education. Her work focuses on the role of design principles for supporting Computer Supported Collaborative Learning (CSCL). Kali also serves as an Associate Editor for the journal Instructional Science.

Ayelet Baram Tsabari is an Associate Professor at the Technion – Israel Institute of Technology, where she heads the Science Communication research group. Her training in science education (PhD, Weizmann Institute of Science) and science communication (visiting scholar, Cornell University) alongside rich experience as a journalist, editor, and a TV presenter, shaped her interest in building a community of science communication practitioners and scholars. Baram Tsabari founded the Israeli Science Communication Conference series, and, as an elected member of the Israel Young Academy built a national infrastructure for science communication training for scientists. 

Amit Schejter is Professor and Head of the Communication Studies department at Ben Gurion University of the Negev in Israel and Visiting Professor of Communications and co-director of the Institute for Information Policy at the College of Communications of Pennsylvania State University.

 

 

 

Bibliographic Information

  • Book Title: Learning In a Networked Society

  • Book Subtitle: Spontaneous and Designed Technology Enhanced Learning Communities

  • Editors: Yael Kali, Ayelet Baram-Tsabari, Amit M. Schejter

  • Series Title: Computer-Supported Collaborative Learning Series

  • DOI: https://doi.org/10.1007/978-3-030-14610-8

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-14609-2Published: 08 May 2019

  • eBook ISBN: 978-3-030-14610-8Published: 26 April 2019

  • Series ISSN: 1573-4552

  • Series E-ISSN: 2543-0157

  • Edition Number: 1

  • Number of Pages: X, 263

  • Number of Illustrations: 8 b/w illustrations, 28 illustrations in colour

  • Topics: Educational Technology, Learning & Instruction, Educational Psychology

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