This book examines the implications of computer-generated learning for curriculum design, epistemology, and pedagogy, exploring the ways these technologies transform the relationship between knowledge and learning, and between teachers and students. It argues that these technologies and practices have the potential to refocus on the human factors that are at the center of the learning process.

Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners experiences of learning are changing and raises important challenges to the educational status quo.

Rethinking Learning for a Digital Age

• moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today
• analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter
• reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches.

Today 's learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.

This book examines the implications of computer-generated learning for curriculum design, epistemology, and pedagogy, exploring the ways these technologies transform the relationship between knowledge and learning, and between teachers and students. It argues that these technologies and practices have the potential to refocus on the human factors that are at the center of the learning process.

Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners experiences of learning are changing and raises important challenges to the educational status quo.

Rethinking Learning for a Digital Age

• moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today
• analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter
• reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches.

Today s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.

This book constitutes the refereed proceedings of the 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, held in Graz, Austria, in September 2014. The 27 full papers and 18 short papers presented were carefully reviewed and selected from 165 submissions. They address topics such as informal learning, self-regulated and self-directed learning, reflective learning, inquiry based learning, communities of learners and communities of practice, learning design, learning analytics, personalization and adaptation, social media, computer supported collaborative learning, massive open online courses, schools and universities of the future.

Digital games continue to enable innovative learning in the classroom, however, its implementation into the educational system requires a fundamental approach to achieve its greatest level of effectiveness. New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration addresses the major challenges associated with adopting digital games into a standard curriculum. By providing fresh perspectives from current practitioners in the education field, this publication serves as a guide for successfully implementing game learning and provides a valuable reference for educators, professionals, and even parents.

Gaming has long been a means for humans to share knowledge, learn new concepts, and escape the constraints of reality. Interdisciplinary Advancements in Gaming, Simulations and Virtual Environments: Emerging Trends investigates the role of games and computer-mediated simulations in a variety of environments, including education, government, and business. Exploring psychological, social, and cultural implications of games and simulations, as well as policies related to their design and development, this reference aims to support the work of researchers in this growing field, as well as bridge the gap between theory and practice in the application of electronic games to everyday situations.

The popularity of entertainment gaming over the last decades has led to the use of games for non-entertainment purposes in areas such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming, with an increase in leisure game approaches in schools, colleges, universities and in professional training and continuing professional development. The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can games be used to motivate, deepen and accelerate learning? How can they be used to greatest effect in learning and teaching? The contributors explore these and many other questions that are vital to our understanding of the paradigm shift from conventional learning environments to learning in games and simulations.

This book examines the key debates that have shaped that technological journey, from ancient to modern times. The e-Learning reader provides a scholarly collection of key texts which examine the concept and practice of e-learning in post-compulsory education. The book brings together a series of formative historical and recent articles which frame the debate on e-learning, drawing together new comments from leading experts in the field of e-learning. Technological advancements have revolutionised the field of learning in the past twenty years and are continuing to push the boundaries of institutions towards new forms of knowledge construction, social interaction and meaning making. This book examines the key debates that have shaped that technological journey, from ancient to modern times, and draws together meaningful articles to provide an expert guide for e-learning practitioners, research staff, students and industrial trainees.

At its heart, learning has been and always will be a personal experience. The term 'personalizing learning' has been increasingly used by policy makers, educational theorists and practitioners alike, but one of the criticisms of it is that it means different things to different people. If it is to have lasting significance, it must unite the strands of thinking to help learners and their teachers achieve new levels of attainment. "Personalizing Learning in the 21st Century" brings together contributions from a wide range of educationalists interested in the idea of personalizing learning. Although the book is intended primarily for teachers and policy makers, it will be of interest to many others, in health education, consultancy, management, research and development, and industrial training. Reading this book should be a personalized learning experience for each and every one of us.

This title analyses the variety of play implemented within educational games and simulations and gives detailed examples of cutting-edge application in a wide range of disciplines. The popularity of entertainment gaming over the last decades has more recently led to the use of games for non-entertainment purposes, such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming and helped to spread applications from the home into schools, colleges, universities and out into professional training and continuing professional development. The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can they be used to motivate and accelerate learning? What are their main strengths for learning? The contributors explore these, and many other questions, to help the reader to understand the paradigm shift from conventional learning environments to learning in games and simulations.