Critical Learning in Digital Networks by Petar Jandrić, Damir Boras

By Petar Jandrić, Damir Boras

This formidable multidisciplinary quantity assembles assorted critical-theory ways to the present and destiny states of networked studying. specialist individuals extend upon the present literature via reading the moral elements of networked studying and the continued want for extra open, inclusive, and socially engaged academic perform. Chapters discover intensive evolving ideas of real and virtual, the methods of studying in, opposed to, and past the web, and the position of serious pedagogy in enhancing social stipulations. In all, assurance is either sensible and confident in regards to the power of electronic applied sciences in larger schooling in addition to social and educational demanding situations at the horizon.

Included one of the topics:

  • Counting on use of expertise to reinforce learning.
  • Decentralized networked studying via on-line pre-publication.
  • The fact of the web teacher.
  • Moving from city to digital areas and back.
  • The undertaking of a digital emancipatory pedagogy.
  • Using info applied sciences within the provider of humanity.

It isn't any longer a question of "Can expertise increase studying" it is a on condition that it does.

Critical studying in electronic Networks offerseducation researchers, instructor educators, educational technologists, and tutorial designers instruments and techniques for strengthening this more and more very important interconnection.

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Ontological politics: A word and some questions. In J. Law & J. ), Actor network theory and after. Oxford, England: Blackwell. Moyle, K. (2010). Australian education review, building innovation: Learning with technologies. article=100 9&context=aer Mulderrig, J. (2011). Manufacturing consent: A corpus-based critical discourse analysis of New Labour’s educational governance. Journal of Educational Philosophy and Theory, 43(6), 562–578. Netz, R. (2004). Barbed wire: An ecology of modernity. Middletown, CT: Wesleyan University Press.

London: Sage. Latour, B. (2002). There is no information, only transformation: An interview with Bruno Latour. In G. ), Uncanny networks: Dialogues with the virtual intelligentsia. Cambridge, MA: MIT Press. Laurillard, D. (2002). Rethinking teaching for the knowledge society. Educause Review, 37(1), 16–24. Law, J. (2002). Aircraft stories: Decentering the object in technoscience. Durham, NC: Duke University Press. Lieras, E. (1996). Is it possible to develop an emancipatory approach to technology?

Hr © Springer International Publishing Switzerland 2015 P. Jandrić, D. 1007/978-3-319-13752-0_3 37 38 K. Peović Vuković This chapter places the relationships between human learning and technology in the focus of interest in the postindustrial society. Such approach combines neo-Marxist theory of commons, educational philosophy, and history of technology. On that basis, the chapter replaces instrumentalist concepts such as e-learning and technologyenhanced learning (Fejes & Nicoll, 2008; Hayes, 2015, in this volume) with critical approaches characteristic for networked learning (McConnell, Hodgson, & DirckinckHolmfeld, 2012, p.

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