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This book provides state-of-the-art contemporary research insights
into key applications and processes in open world learning. Open
world learning seeks to understand access to education, structures,
and the presence of dialogue and support systems. It explores how
the application of open world and educational technologies can be
used to create opportunities for open and high-quality education.
Presenting ground-breaking research from an award winning
Leverhulme doctoral training programme, the book provides several
integrated and cohesive perspectives of the affordances and
limitations of open world learning. The chapters feature a wide
range of open world learning topics, ranging from theoretical and
methodological discussions to empirical demonstrations of how open
world learning can be effectively implemented, evaluated, and used
to inform theory and practice. The book brings together a range of
innovative uses of technology and practice in open world learning
from 387,134 learners and educators learning and working in 136
unique learning contexts across the globe and considers the
enablers and disablers of openness in learning, ethical and privacy
implications, and how open world learning can be used to foster
inclusive approaches to learning across educational sectors,
disciplines and countries. The book is unique in exploring the
complex, contradictory and multi-disciplinary nature of open world
learning at an international level and will be of great interest to
academics, researchers, professionals, and policy makers in the
field of education technology, e-learning and digital education.
The Open Access version of this book, available at
www.taylorfrancis.com, has been made available under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license.
This book provides state-of-the-art contemporary research insights
into key applications and processes in open world learning. Open
world learning seeks to understand access to education, structures,
and the presence of dialogue and support systems. It explores how
the application of open world and educational technologies can be
used to create opportunities for open and high-quality education.
Presenting ground-breaking research from an award winning
Leverhulme doctoral training programme, the book provides several
integrated and cohesive perspectives of the affordances and
limitations of open world learning. The chapters feature a wide
range of open world learning topics, ranging from theoretical and
methodological discussions to empirical demonstrations of how open
world learning can be effectively implemented, evaluated, and used
to inform theory and practice. The book brings together a range of
innovative uses of technology and practice in open world learning
from 387,134 learners and educators learning and working in 136
unique learning contexts across the globe and considers the
enablers and disablers of openness in learning, ethical and privacy
implications, and how open world learning can be used to foster
inclusive approaches to learning across educational sectors,
disciplines and countries. The book is unique in exploring the
complex, contradictory and multi-disciplinary nature of open world
learning at an international level and will be of great interest to
academics, researchers, professionals, and policy makers in the
field of education technology, e-learning and digital education.
The Open Access version of this book, available at
www.taylorfrancis.com, has been made available under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license.
When moving towards teaching online, teachers are confronted every
day with issues such as online moderation, establishing social
presence online, transitioning learners to online environments,
giving feedback online. This book supports language teaching
professionals and researchers who are keen to engage in online
teaching and learning.
Although new technologies are embedded in students' lives today,
there is often an assumption that their use is transparent,
inconsequential, or a distraction. This book combines complex
systems theory with sociocultural theory and the multimodal theory
of communication, providing an innovative theoretical framework to
examine how communication and meaning-making in the language
classroom have developed over time, how technology impacts on
meaning-making, and what the implications are for learners,
teachers, institutions and policy makers. Recent studies provide
evidence for the disruptive effect of technology which has resulted
in a phase shift that is reshaping language education by creating
new interaction patterns, allowing for multimodal communication,
and introducing real-world communication into the classroom. The
book proposes ways of responding to this shift before concluding
that the new technologies are radically transforming the way we
learn. It is likely to appeal to a range of readers, including
students, academics, teachers and policy-makers.
When moving towards teaching online, teachers are confronted every
day with issues such as online moderation, establishing social
presence online, transitioning learners to online environments,
giving feedback online. This book supports language teaching
professionals and researchers who are keen to engage in online
teaching and learning.
Taking as its point of departure the remarkable increase in the
production of fictional autobiographies in Britain and Ireland over
the last thirty years, this book sets out to explore the
historical, philosophical and literary context motivating and
shaping such an increase. It seeks to show that as a result of the
epistemological crisis of the 20th century and of the consequent
assault on traditional modes of representation, writers began to
look for alternative textual spaces and narrative forms which would
allow them to highlight the constructed nature of identity and
selfhood. The contention is that fictional autobiography is
particularly suitable for postmodern needs, since it explores the
relationship between text and reality and focuses on language as
mediator between the two.
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