Designing for Virtual Communities in the Service of Learning. Cet article n’est pas disponible.
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Langue : anglais
Edité par Cambridge University Press, 2004
- Éd. originale
- Livre broché
- Occasion
Vendeur : Better World Books Ltd, Dunfermline, Royaume-UniBetter World Books Ltd
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A propos de cet article
Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
N° de réf. du vendeur 15528607-20
- Titre
- Designing for Virtual Communities in the Service of Learning
- Éditeur
- Cambridge University Press
- Année de publication
- 2004
- État de l'article
- Good
- Reliure
- Couverture souple
- Langue
- anglais
- ISBN à 10 chiffres
- 0521520819
- ISBN à 13 chiffres
- 9780521520812
- Édition
- 1st Edition.
- Poids de l'article
- 1,422 livre
- Dimensions
- N/A
While many of us are concerned with the loss of communal spaces and ties that broaden one's sense of self beyond the 'me' or 'I' and into the 'we' and 'us', less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this 2004 volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning.
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Présentation de l'éditeur
While many of us are concerned with the loss of communal spaces and ties that broaden one's sense of self beyond the 'me' or 'I' and into the 'we' and 'us', less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this 2004 volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning.
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