東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Hyperpedagogy: Intersections among p...

Dwight, James S., III.

FindBook

Google Book

Amazon

博客來

Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies./
作者:	Dwight, James S., III.
面頁冊數:	422 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0449.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123741

Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.
Dwight, James S., III.

Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies. - 422 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0449.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2004.

Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogics (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.Subjects--Topical Terms:

783746
Education, Philosophy of.

Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.
LDR:01955nmm 2200277 4500 001 1865050
005 20041216133915.5
008 130614s2004 eng d
035 $a (UnM)AAI3123741
035 $a AAI3123741
040 $a UnM $c UnM
100 1 $a Dwight, James S., III. $3 1952513
245 1 0 $a Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.
300 $a 422 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0449.
500 $a Chairs: Megan Boler; James W. Garrison.
502 $a Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2004.
520 $a Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogics (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.
590 $a School code: 0247.
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Technology. $3 1017498
690 $a 0998
690 $a 0710
710 2 0 $a Virginia Polytechnic Institute and State University. $3 1017496
773 0 $t Dissertation Abstracts International $g 65-02A.
790 1 0 $a Boler, Megan, $e advisor
790 1 0 $a Garrison, James W., $e advisor
790 $a 0247
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123741