Titlebook: Networked Learning: Perspectives and Issues; Christine Steeples,Chris Jones Book 2002 Springer-Verlag London 2002 Campus.Europe.Institutio

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1431-1496 rmation and communications technology (ICT) is used to promote connections between people and resources) is wide and growing in importance, especially in further and higher education. It offers the opportunity to offer more flexible access to learning programmes over time and space, but not enough i

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Psychological Foundations for Networked Learningt a somewhat abstract level. It is meant to underpin the formation of some practical pedagogical knowledge that can outlast some of the more detailed operational changes in networked learning environments.

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Studying Networked Learning: Some Implications from Socially Situated Learning Theory and Actor Netwnce makes clear: “Networked Learning 2000: Innovative Approaches to Lifelong Learning and Higher Education Through the Internet” (.). Through the discussion in this chapter, I wish to problematize the notion of networked learning, both in terms of what is meant by ‘learning’ and what is meant by ‘networked.’

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The Campus Experience of Networked Learningcomputers, these rooms become ‘.’. I suspect this particular theme resonated well with our romantic image of learning. It suggested contented young scholars, absorbed in research, insulated from distraction, yet reinforced by a slightly monastic community around them.

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Issues for Democracy and Social Identity in Computer Mediated Communication and Networked LearningThe rapid development in advanced communications and information technology has been accompanied by many claims for the impact that such technology will have upon learning, approaches to education and, indeed, the very nature of the educational process.