東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Reconceptualising learning in the di...

Littlejohn, Allison.

Linked to FindBook

Google Book

Amazon

博客來

Reconceptualising learning in the digital age = the [Un]democratising potential of MOOCs /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reconceptualising learning in the digital age/ by Allison Littlejohn, Nina Hood.
Reminder of title:	the [Un]democratising potential of MOOCs /
Author:	Littlejohn, Allison.
other author:	Hood, Nina.
Published:	Singapore :Springer Singapore : : 2018.,
Description:	viii, 108 p. :ill., digital ;24 cm.
[NT 15003449]:	Foreword -- Preface -- Chapter 1: The Myth of the Massive Open Online Course -- Chapter 2: Multiple Contexts and Purposes of MOOCs -- Chapter 3: Reconceptualising the Learner and Learning -- Chapter 4: The MOOC as a Misfit -- Chapter 5: Future Directions in Open Learning -- Index.
Contained By:	Springer eBooks
Subject:	MOOCs (Web-based instruction) - Congresses. -
Online resource:	http://dx.doi.org/10.1007/978-981-10-8893-3
ISBN:	9789811088933

Reconceptualising learning in the digital age = the [Un]democratising potential of MOOCs /
Littlejohn, Allison.

Reconceptualising learning in the digital agethe [Un]democratising potential of MOOCs /[electronic resource] :by Allison Littlejohn, Nina Hood. - Singapore :Springer Singapore :2018. - viii, 108 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

Foreword -- Preface -- Chapter 1: The Myth of the Massive Open Online Course -- Chapter 2: Multiple Contexts and Purposes of MOOCs -- Chapter 3: Reconceptualising the Learner and Learning -- Chapter 4: The MOOC as a Misfit -- Chapter 5: Future Directions in Open Learning -- Index.

This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.

ISBN: 9789811088933

Standard No.: 10.1007/978-981-10-8893-3doiSubjects--Topical Terms:

2072393
MOOCs (Web-based instruction)
--Congresses.

LC Class. No.: LB1044.87 / .L588 2018

Dewey Class. No.: 371.3344678

Reconceptualising learning in the digital age = the [Un]democratising potential of MOOCs /
LDR:01912nmm a2200325 a 4500 001 2136720
003 DE-He213
005 20180911131527.0
006 m d
007 cr nn 008maaau
008 181117s2018 si s 0 eng d
020 $a 9789811088933 $q (electronic bk.)
020 $a 9789811088926 $q (paper)
024 7 $a 10.1007/978-981-10-8893-3 $2 doi
035 $a 978-981-10-8893-3
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1044.87 $b .L588 2018
072 7 $a YQT $2 bicssc
072 7 $a EDU039000 $2 bisacsh
082 0 4 $a 371.3344678 $2 23
090 $a LB1044.87 $b .L779 2018
100 1 $a Littlejohn, Allison. $3 3308409
245 1 0 $a Reconceptualising learning in the digital age $h [electronic resource] : $b the [Un]democratising potential of MOOCs / $c by Allison Littlejohn, Nina Hood.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2018.
300 $a viii, 108 p. : $b ill., digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-1921
505 0 $a Foreword -- Preface -- Chapter 1: The Myth of the Massive Open Online Course -- Chapter 2: Multiple Contexts and Purposes of MOOCs -- Chapter 3: Reconceptualising the Learner and Learning -- Chapter 4: The MOOC as a Misfit -- Chapter 5: Future Directions in Open Learning -- Index.
520 $a This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
650 0 $a MOOCs (Web-based instruction) $v Congresses. $3 2072393
650 0 $a Open learning. $3 543174
650 0 $a Internet in education. $3 541699
650 0 $a Education $x Effect of technological innovations on. $3 543922
650 0 $a Electronic information resources. $3 745189
650 0 $a Computer network resources. $3 590079
650 1 4 $a Education. $3 516579
650 2 4 $a Educational Technology. $3 876844
650 2 4 $a Learning & Instruction. $3 893930
650 2 4 $a Teaching and Teacher Education. $3 1001835
700 1 $a Hood, Nina. $3 3308410
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a SpringerBriefs in education. $3 1567955
856 4 0 $u http://dx.doi.org/10.1007/978-981-10-8893-3
950 $a Education (Springer-41171)