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The e-learning reader /
Technological advancements have revolutionised the field of learning in the past twenty years and are continuing to push the boundaries of institutions towards new forms of knowledge construction, social interaction and meaning making. This book examines the key debates that have shaped that technol...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London, England ; New York :
Continuum,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 4 | |a The e-learning reader / |c edited by Sara de Freitas and Jill Jameson ; foreword by Etienne Wenger. |
| 264 | 1 | |a London, England ; |a New York : |b Continuum, |c 2012. | |
| 264 | 4 | |c ©2012 | |
| 300 | |a 1 online resource (366 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Foreword by Etienne Wenger; Acknowledgements; Introduction; An Overview of e-Learning: Review of e-Learning Theories, Frameworks and Models (2004) by T. Mayes and S. de Freitas; Part I: e-Learning from Perspectives of Experiential Learning and Play; Democracy and Education (1916) by J. Dewey; Experience and Education (1938) by J. Dewey; Play, Dreams and Imitation in Childhood (1962) by J. Piaget; Play, Thought, and Language (1983) by J. Bruner ; Happiness and Creativity: Going with the Flow (1997) by M. Csikszentmihalyi. | |
| 505 | 8 | |a Situated Tékhne Beyond the Performative: Metaformative Bodies and the Politics of Technology in Post-Modernism (2006) by J. del ValLearning to Play, Playing to Learn: A Case Study of a Ludic Learning Space (2010) by A.Y. Kolb and D.A. Kolb; 'Worrying' Knowledge and Vicarious Learning (2012) by T. Mayes; Part II: e-Learning from Perspectives of Developmental Learning; Emile -- Book 1 (1762, trans. 1979) by J. Rousseau; Summerhill School: A New View of Childhood (1960) by A.S. Neill; De-schooling Society (1971) by I. Illich. | |
| 505 | 8 | |a Mindstorms: The Gears of My Childhood: Introductory Essay to Mindstorms (1980) by S. PapertPractices of Distributed Intelligence and Designs for Education (1993) by R.D. Pea; Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (2002) by D. Laurillard; e-Learning: the Hype and the Reality (2004) by G. Conole1; The Affective Establishment and Maintenance of Vygotsky's Zone of Proximal Development (2008) by M.G. Levykh. | |
| 505 | 8 | |a Beyond the 'Digital Natives' Debate: Towards a More Nuanced Understanding of Students' Technology Experiences (2010) by S. Bennett and K. MatonPart III: e-Learning from Perspectives of Instructional Design; The Relation of Strength of Stimulus to Rapidity of Habit-Formation (1908) by R.M. Yerkes and J.D. Dodson; Are Theories of Learning Necessary? (1950) by B.F. Skinner; The Facilitation of Meaningful Verbal Learning in the Classroom (1977) by D.P. Ausubel; Learning Outcomes and their Effects: Useful Categories of Human Performance (1984) by R.M. Gagné | |
| 505 | 8 | |a Bright Air, Brilliant Fire: On the Matter of the Mind (1994) by G. EdelmanReclaiming Instructional Design (1996) by M.D. Merrill et al. and the ID2 Research Group; Objectives, Evaluation, and the Improvement of Education (Update of Bloom's Taxonomy) (2005) by L.W. Anderson; Psychologism and Instructional Technology (2009) by B.S. Gur and D.A. Wiley; Part IV: e-Learning from Perspectives of Cognitive Learning Tools; As We May Think (1945) by V. Bush; Hypertext: An Introduction and Survey (1987) by J. Conklin. | |
| 520 | |a Technological advancements have revolutionised the field of learning in the past twenty years and are continuing to push the boundaries of institutions towards new forms of knowledge construction, social interaction and meaning making. This book examines the key debates that have shaped that technological journey, from ancient to modern times, and draws together meaningful articles to provide an expert guide for e-learning practitioners, research staff, students and industrial trainees. The e-Learning Reader provides a scholarly collection of key texts which examine the concept and practice of. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Computer-assisted instruction. | |
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| 650 | 7 | |a Computer-assisted instruction |2 fast | |
| 700 | 1 | |a Freitas, Sara de, |e editor. | |
| 700 | 1 | |a Jameson, Jill, |e editor. | |
| 700 | 1 | |a Wenger, Etienne, |e author of introduction, etc. | |
| 758 | |i has work: |a The e-Learning Reader (Text) |1 https://id.oclc.org/worldcat/entity/E39PCYCjhjX3Yj8fVrqWXVkXmH |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t E-learning reader. |d London, England ; New York : Continuum, ©2012 |h xii, 351 pages |z 9781441143778 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1751252 |z Texto completo |
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