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Online postgraduate education in a p...

Aitken, Gill.

Online postgraduate education in a postdigital worldbeyond technology /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Online postgraduate education in a postdigital worldedited by Tim Fawns, Gill Aitken, Derek Jones.
其他題名:	beyond technology /
其他作者:	Fawns, Tim.
出版者:	Cham :Springer International Publishing :2021.
面頁冊數:	xxxv, 259 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Web-based instruction.
電子資源:	https://doi.org/10.1007/978-3-030-77673-2
ISBN:	9783030776732$q(electronic bk.)

Online postgraduate education in a postdigital worldbeyond technology /
Online postgraduate education in a postdigital worldbeyond technology /[electronic resource] :edited by Tim Fawns, Gill Aitken, Derek Jones. - Cham :Springer International Publishing :2021. - xxxv, 259 p. :ill. (some col.), digital ;24 cm. - Postdigital science and education,2662-5334. - Postdigital science and education..

DRAFT Foreword (TBC) -- Introduction by the editors -- Assessment, feedback and learning in a networked world; by Dai Hounsell (agreed) -- Evaluation of teaching: Toward complex, postdigital ideas of quality; by Christine Sinclair and Tim Fawns (agreed) -- Student experiences and expectations of online learning; (TBC) -- Managing diverse student needs, backgrounds, and contexts; by Cathy Stone, Janet Dyment and Jill Downing (TBC) -- A sociomaterial look at reflective practice (TBC) -- Networked professional learning in the postdigital age: Asking critical questions of postgraduate teacher education; by Rachel Buchanan (TBC) -- Finding the teacher: Recognising and rewarding postgraduate, online teachers in policy and practice; by Gill Aitken and Sarah Hayes (TBC) -- Navigating the institution: Developing a vision for educational futures; by Tim Fawns, Michael Gallagher, and Sian Bayne (agreed) -- Conclusion by the editors -- Afterword (TBC)

This edited volume builds upon the premise that online learning is not separate from the social and material world, and is made up of embodied, socially-meaningful experiences. It is founded on a "postdigital" perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections with what comes before and after any formally-scheduled tasks. Unlike other books relating to online education, this book combines a theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies, with a focus grounded in postgraduate practice. This focus has important implications for the kinds of students and learning that are explored in the chapters of the book. This book provides an important contribution to the knowledge of what is required to produce quality, online postgraduate programmes at the level of teachers, curriculum designers, faculty developers and policy-makers.

ISBN: 9783030776732$q(electronic bk.)

Standard No.: 10.1007/978-3-030-77673-2doiSubjects--Topical Terms:

243333
Web-based instruction.

LC Class. No.: LB1028.57 / .O55 2021

Dewey Class. No.: 371.3344678

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520 $a This edited volume builds upon the premise that online learning is not separate from the social and material world, and is made up of embodied, socially-meaningful experiences. It is founded on a "postdigital" perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections with what comes before and after any formally-scheduled tasks. Unlike other books relating to online education, this book combines a theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies, with a focus grounded in postgraduate practice. This focus has important implications for the kinds of students and learning that are explored in the chapters of the book. This book provides an important contribution to the knowledge of what is required to produce quality, online postgraduate programmes at the level of teachers, curriculum designers, faculty developers and policy-makers.
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