• Summary
  • Contents
  • Subject index

In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.

The authors present new perspectives on the subject by:

Exploring the way teaching and learning are changing with the presence of the Internet and participatory media; Providing a theoretical grounding in new learning practices from education, communication and information science; Addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources; Emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.

This book is for everyone involved in e-learning. Teachers and educators ...

Ubiquitous Learning, Ubiquitous Learners
Ubiquitous learning, ubiquitous learners
Introduction

The idea of ubiquitous learning (Cope and Kalantzis, 2009) takes it cue from ubiquitous computing (often called ‘ubicomp’), a computing presence that is continuously available and synchronized with daily life, and more noted by its absence that its presence (Weiser, 1991). The ubiquity of the computing platform marks a stage of routinization of innovation when presence and use in everyday life is taken for granted. Yet all is not static. Ubicomp is still enlarging its domain, with computing colonizing new arenas of life. Emerging uses include the ubiquitous communication channels of social media, and the pervasive image capture through webcams, digital cameras, cell phones and closed circuit television. Ubiquity also pertains to ideas of ‘lifelogging’, that is, the ...

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