Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.

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.

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.

Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.