By Joel Weiss, Jason Nolan, Visit Amazon's Jeremy Hunsinger Page, search results, Learn about Author Central, Jeremy Hunsinger, , Peter Trifonas
The foreign guide of digital studying Environments used to be constructed to discover digital studying Environments (VLE’s), and their relationships with electronic, in genuine existence and digital worlds. The booklet is split into 4 sections: Foundations of digital studying Environments; education, expert studying and data administration; Out-of-School studying Environments; and demanding situations for digital studying Environments. The insurance levels throughout a wide spectrum of philosophical views, historic, sociological, political and academic analyses, case stories from useful and learn settings, in addition to a number of provocative "classics" initially released in different settings.
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Extra info for International Handbook of Virtual Learning Environments (Springer International Handbooks of Education)
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The next section provides the view of learning that helped to frame choices included in the Handbook. I also present an educational framework from a curricular perspective that has been useful in analyzing the rich complexities of VLE’s. LEARNING, CURRICULUM AND VIRTUAL LEARNING ENVIRONMENTS The view of learning that informs our work is an amalgam of traditions best summarized by Kolb as “. . learning is the process whereby knowledge is created through the transformation of experience’ (1984, 41).
A conceptual tool for understanding this structure is a set of commonplace terms containing a minimum required for describing any curricular situation (Weiss, 1989). These include ‘learner’, teacher’, ‘subject matter’, and ‘milieu’ in which these other concepts function. I view these commonplaces as a generative metaphor (Schon, 1979) representing a pervasive tacit image that influences actions, such as development and policy activities. Since curriculum is a value-laden concept, each of the commonplaces represents the potential for different points of view, and potential action.
She is the author of numerous articles and books on literacy and computers. Dr. D. in Education in the area of Educational Technology and since 1996 has been working as Regional Director in Indira Gandhi National Open University (IGNOU). Ed. Ed. Programmes. He has conducted training programmes for the in- and pre-service teachers on the use of multimedia in teaching and instruction, and established a Centre of ICT in the College. His interests include the areas of open and distance learning, ICT applications, on-line learning, and teacher education.