ABSTRACT

Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo.

Rethinking Learning for a Digital Age:

  • moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today
  • analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter
  • reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches.

Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.

chapter |12 pages

An Introduction to Rethinking Learning for a Digital Age

ByRhona Sharpe, Helen Beetham, Sara de Freitas and Gráinne Conole

part |2 pages

Part I New Contexts for Learning

chapter 1|16 pages

e In¸uence of Pervasive and Integrative Tools on Learners’ Experiences and Expectations of Study

BySara de Freitas and Gráinne Conole

chapter 2|12 pages

Social Networking: Key Messages From the Research

ByKeri Facer, Neil Selwyn

chapter 3|13 pages

Managing Study and Life With Technology

ByLinda Creanor, Kathryn Trinder

chapter 4|16 pages

Constructs at Impact the Net Generation’s Satisfaction

ByWith Online Learning Charles D. Dziuban, Patsy D. Moskal, George R. Bradford, Jay Brophy-Ellison and Amanda T. Groff

chapter 5|11 pages

Provisionality, Play and Pluralism in Liminal Spaces

ByMaggi Savin-Baden, Cathy Tombs

part |2 pages

Part II Frameworks for Understanding Learners’ Experiences

chapter 7|14 pages

Expanding Conceptions of Study, Context and Educational Design

ByPeter Goodyear, Robert A. Ellis

chapter 8|14 pages

How Learners Change: Critical Moments, Changing Minds

ByJudy Hardy, Amanda Jefferies

chapter 10|11 pages

Strengthening and Weakening Boundaries: Students Negotiating Technology Mediated Learning

ByTechnology Mediated Learning Laura Czerniewicz and Cheryl Brown

part |2 pages

Part III New Learning Practices

chapter 11|15 pages

The Changing Practices of Knowledge and Learning

ByHelen Beetham, Martin Oliver

chapter 13|15 pages

Collaborative Knowledge Building

ByGreg Benfield and Maarten de Laat

chapter 15|13 pages

Skills and Strategies for E-learning in a Participatory Culture

BySimon Walker, Jill Jameson, Malcolm Ryan