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Digital Learning: Architectures of Participation

Digital Learning: Architectures of Participation
Author(s)/Editor(s): Nigel Ecclesfield (FRSA, UK) and Fred Garnett (FRSA, UK)
Copyright: ©2021
DOI: 10.4018/978-1-7998-4333-7
ISBN13: 9781799843337
ISBN10: 1799843335
EISBN13: 9781799843344

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Description

Educational institutions are ever-changing due to the recent adoption of technology into current educational practices. The application of digital technology into education has propelled this field significantly, as researchers attempt to keep pace with the vast array of technologically-induced learning methods that are being implemented. As education keeps transforming, it would be highly beneficial for instructors and administrators to have a compilation of research that helps predict where digital education is going.

Digital Learning: Architectures of Participation provides emerging research exploring the theoretical and practical aspects of current distance learning models as well as future methods of digital technology adoption within education. This book analyzes specific cases of digital learning models and works to establish future directions of e-learning adoption in institutions worldwide. Featuring coverage on a broad range of topics such as community development, digital practitioners, and educational policy, this book is ideally designed for researchers, administrators, practitioners, instructors, policymakers, theorists, analysts, academicians, and students seeking current research on the future of digital education.



Reviews and Testimonials

"This book provides evidence for the role teachers can make in transforming education in the age of the technology revolution and the lost potential when what works as new ideas comes up against how those in charge want it to work. The research cited and it’s suggested application is a manifesto for transforming learning, changing how learners manage themselves and the role of teachers."

– Mr. Geoff Rebbeck, Canterbury Christ Church University, UK

With the present displacement of the classroom, long a key feature of social learning, physical proximity has transitioned into an almost entirely virtual social presence. With this change we see the fundamental ‘structures’ of learning or, perhaps more precisely, teaching, transforming to the digital model. As all of these institutions arrive en masse at this well prophesied junction, they realise that there are pioneers who have arrived well before them.

Ecclesfield and Garnett are such pioneers, and this book tells the story of their ongoing journey. It includes some of their departures and arrivals, some of their wanderings and, most pleasingly, some of their planned future destinations. In their preface they state that the primary objective of the book is ‘to initiate dialogues around the issues it raises and to provide tools and pointers to resources and that wellspring of dialogue, ideas.’ This they have certainly achieved, and moreover, the book that they have produced should be essential reading for those who care about the future of learning.

– Dr. Rónán O'Beirne, NCUK
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