Titlebook: Research, Boundaries, and Policy in Networked Learning; Thomas Ryberg,Christine Sinclair,Maarten de Laat Book 2016 Springer International

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书目名称Research, Boundaries, and Policy in Networked Learning影响因子(影响力)




书目名称Research, Boundaries, and Policy in Networked Learning影响因子(影响力)学科排名




书目名称Research, Boundaries, and Policy in Networked Learning网络公开度




书目名称Research, Boundaries, and Policy in Networked Learning网络公开度学科排名




书目名称Research, Boundaries, and Policy in Networked Learning被引频次




书目名称Research, Boundaries, and Policy in Networked Learning被引频次学科排名




书目名称Research, Boundaries, and Policy in Networked Learning年度引用




书目名称Research, Boundaries, and Policy in Networked Learning年度引用学科排名




书目名称Research, Boundaries, and Policy in Networked Learning读者反馈




书目名称Research, Boundaries, and Policy in Networked Learning读者反馈学科排名

斜谷

The Relationships Between Policy, Boundaries and Research in Networked Learning, papers has been a combined editorial and collaborative process based on our own initial review of the conference papers and notes from the conference, as well as an informal survey where we asked conference participants to recommend three papers they found particularly interesting. The papers for t

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Transitioning Across Networked, Workplace and Educational Boundaries: Shifting Identities and Chronoting and repurposing artefacts and cultural transitions. Networked learning environments helped manage the changes in space and time and helped students adapt to, and make sense of, different spaces and create their own hybrid ‘places’. We conclude that the dynamics of fluid, shifting boundaries of

爱管闲事

Field Activity and the Pedagogy of Simultaneity to Support Mobile Learning in the Openof human presence. All three speak to the variety of learner engagements that occur as a result of mobile learning and field activity. All three, although not exclusive, need to be considered when developing learning activity situated outside the classroom..This chapter advances the belief that new

Alopecia-Areata

A Practice-Grounded Approach to ‘Engagement’ and ‘Motivation’ in Networked Learninge concept of primary contexts, I argue for a practice-grounded intermediary position which makes it possible to investigate empirically how different practices take on the significance of ‘rope’ or ‘container’ to a person at different points in his/her life. The phenomena of motivation and engagemen