Overview
- 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)
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Learning in a Networked Society
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From Spontaneous to Designed TEL Communities
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From Designed to Spontaneous TEL Communities
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Commentary and Future Directions
Keywords
- Learning in a networked society
- Technology-enhances learning communities
- Information & knowledge research
- New media, public engagement, and science
- Democracy, communication, and education in the 21st century
- Designed to spontaneous TEL communities
- Spontaneous to designed TEL communities
- Networked learning analytics
- E-textbooks challenging pedagogy, law, and policy
- Future learning spaces
- ICTs in religious communities
- Domestic integration of new media
- LINKS policy implications
- School-society digital disconnect
- learning and instruction
About this book
Editors and Affiliations
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