Learning in a Networked Society: Spontaneous and Designed Technology Enhanced Learning Communities
暫譯: 網絡社會中的學習：自發與設計的科技增強學習社群

Kali, Yael, Baram-Tsabari, Ayelet, Schejter, Amit M.

Learning in a Networked Society: Spontaneous and Designed Technology Enhanced Learning Communities
  • 出版商: Springer
  • 出版日期: 2019-05-08
  • 售價: $6,780
  • 貴賓價: 9.5 折 $6,441
  • 語言: 英文
  • 頁數: 263
  • 裝訂: Hardcover - also called cloth, retail trade, or trade
  • ISBN: 303014609X
  • ISBN-13: 9783030146092

    • 海外代購書籍(需單獨結帳)

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商品描述

One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today's information-based networked society.


商品描述(中文翻譯)

當代教育中最重要的發展之一是認知與理解根植於社區內的文化實踐。這一轉變與技術進步相吻合，這些進步重新定義了最終用戶的電腦互動，從個人工作轉向溝通、參與和協作。然而，儘管日常互動越來越多地被移動和網絡信息與通信技術（ICT）所包圍，校內學習互動相比之下卻在技術上顯得貧乏，這造成了所謂的學校與社會之間的數位脫節現象。本書主張，社會科學和教育科學的科學家們的理論和實踐工具必須結合起來，以檢視在技術增強學習（TEL）社群中： (a) 自發發生的互動、知識建構、社會組織和權力結構，或 (b) 可以通過TEL的設計來創造的互動、知識建構、社會組織和權力結構。本書旨在為教育、教育心理學、科學傳播、社會福利、信息科學和教學設計等領域的學者和研究人員，以及實務工作者和政策制定者，提供實證和理論見解，以及基於證據的支持，以幫助學習者和公民獲得21世紀的技能和知識，並支持在當今信息化網絡社會中的福祉。

作者簡介

​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.

作者簡介(中文翻譯)

雅艾爾·卡利（Yael Kali）是海法大學（University of Haifa）技術增強學習的副教授，同時也是以色列卓越研究中心（I-CORE）「網絡社會中的學習」（Learning In a NetworKed Society, LINKS）的主任。她與技術增強學習設計團隊成員一起，探索從初中到高等教育各個層級的信息通信技術（Information Communication Technologies, ICT）在學習和教學中的應用。她的研究重點是設計原則在支持計算機支持的協作學習（Computer Supported Collaborative Learning, CSCL）中的作用。卡利還擔任《教學科學》（Instructional Science）期刊的副編輯。

艾葉萊特·巴拉姆·察巴里（Ayelet Baram Tsabari）是以色列科技學院（Technion - Israel Institute of Technology）的副教授，負責科學傳播研究小組。她在科學教育（博士，魏茲曼科學研究所）和科學傳播（訪問學者，康奈爾大學）的培訓，加上作為記者、編輯和電視主持人的豐富經驗，塑造了她建立科學傳播從業者和學者社群的興趣。巴拉姆·察巴里創立了以色列科學傳播會議系列，並作為以色列青年學院的當選成員，建立了科學傳播培訓的全國基礎設施，專為科學家設計。

阿米特·謝克特（Amit Schejter）是以色列內蓋夫本古里安大學（Ben Gurion University of the Negev）傳播學系的教授及系主任，同時也是賓夕法尼亞州立大學（Pennsylvania State University）傳播學院的訪問教授及信息政策研究所的共同主任。

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