Описание: DRAFTForeword (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).
Описание: This book explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. The book examines conceptions of postdigital humans and studies the issue in connection with ethics and employment, as well as from perspectives such as philosophy and religion.
Postdigital Dialogues on Critical Pedagogy, Liberation Theology and Information Technology presents a series of dialogues between Peter McLaren, a founding figure of critical pedagogy, and Petar Jandric, a transdisciplinary scholar working at the intersections between critical pedagogy and information technology. The authors debate the postdigital condition, its wide social impacts, and its relationship to critical pedagogy and liberation theology, as part of a transdisciplinary effort to develop a new postdigital revolutionary consciousness in the service of humanity. Throughout the dialogues we see how McLaren's thinking on critical pedagogy and liberation theology have developed since the publication of Pedagogy of Insurrection, and how these developments play out in Jandric's theory of the postdigital condition.
The book includes a foreword by Peter Hudis and an afterword by Michael A. Peters.
Postdigital Dialogues on Critical Pedagogy, Liberation Theology and Information Technology presents a series of dialogues between Peter McLaren, a founding figure of critical pedagogy, and Petar Jandric, a transdisciplinary scholar working at the intersections between critical pedagogy and information technology. The authors debate the postdigital condition, its wide social impacts, and its relationship to critical pedagogy and liberation theology, as part of a transdisciplinary effort to develop a new postdigital revolutionary consciousness in the service of humanity. Throughout the dialogues we see how McLaren's thinking on critical pedagogy and liberation theology have developed since the publication of Pedagogy of Insurrection, and how these developments play out in Jandric's theory of the postdigital condition.
The book includes a foreword by Peter Hudis and an afterword by Michael A. Peters.
Описание: This book explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. The book examines conceptions of postdigital humans and studies the issue in connection with ethics and employment, as well as from perspectives such as philosophy and religion.
Автор: MacKenzie Alison, Rose Jennifer, Bhatt Ibrar Название: The Epistemology of Deceit in a Postdigital Era: Dupery by Design ISBN: 3030721531 ISBN-13(EAN): 9783030721534 Издательство: Springer Цена: 19564.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Introduction: The Genesis of Dupery by Design.- Part 1: Epistemology of Deceit.- Chapter 1 Bad Faith, Bad Politics, Bad Consequences: The Epistemic Harms of Online Deceit.- Chapter 2 An Epistemology of False Beliefs: The Role of Truth, Trust, And Technology In Postdigital Deception.- Chapter 3 Towards A Response to Epistemic Nihilism.- Chapter 4 Duperation: Deliberate Lying in Postdigital, Postmodern Political Rhetoric.- Chapter 5 The Right to Freedom of Expression versus Legal Actions against Fake News: A Case Study of Singapore.- Chapter 6 US Digital Nationalism: A Habermasean Critical Discourse Analysis of Trump's 'Fake News' Approach to The First Amendment.- Chapter 7 A Project of Mourning: Attuning to the Impact 'Anthropocentric-Noise Disorder' on Non-Human Kin.- Chapter 8 Someone is Wrong on the Internet: Is There an Obligation to Correct False and Oppressive Speech on Social Media?.- Chapter 9 Writing Against the 'Epistemology of Deceit' on Wikipedia: A Feminist New Materialist Perspective Toward Critical Media Literacy and Wikipedia-based Education.- Chapter 10 The Neoliberal Colonization of Discourses: Gentrification, Discursive Markets and Zombemes.- Chapter 11 Social Memes and Depictions of Refugees in The EU - Challenging Irrationality and Misinformation with A Media Literacy Intervention.- Chapter 12 Scallywag Pedagogy.- Chapter 13 Learning from the Dupers: Showing the Workings.- Chapter 14 Ghosting Inside the Machine: Student Cheating, Online Education and the Omertа of Institutional Liars.- Chapter 15 'Choice is Yours': Anatomy of a Lesson Plan from University V.- Conclusion.
Описание: This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. Each of the chapters provides a case study of a project and discusses underlying theories and behind-the-scenes accounts of implementation and lessons learned. The group of contributors represent emerging scholars who are leading voices working at the intersections of theory and practice for educational equity.Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces. Chapters also vary in the focal ages of participants. Although most discuss experiences of young people between the ages of 12-25, some also explore the learning of elementary age youth. All of the chapters make the authors--who were researchers, designers, teachers, and facilitators--part of the narrative and process of learning. We are especially thankful that the authors of these chapters invite the reader into their thinking process and the tensions and contradictions that emerged as they sought to catalyze transformative learning spaces.
Описание: Energy, Ecocriticism, and Nineteenth-Century Fiction: Novel Ecologies draws on energy concepts to revisit some of our favorite books-Mansfield Park, Jane Eyre, Great Expectations, and The War of the Worlds-and the ways these shape our sense of ourselves as ecological beings.
Описание: Energy, Ecocriticism, and Nineteenth-Century Fiction: Novel Ecologies draws on energy concepts to revisit some of our favorite books-Mansfield Park, Jane Eyre, Great Expectations, and The War of the Worlds-and the ways these shape our sense of ourselves as ecological beings.
Автор: Scott Название: The Digital City and Mediated Urban Ecologies ISBN: 3319391720 ISBN-13(EAN): 9783319391724 Издательство: Springer Рейтинг: Цена: 12577.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines the phenomenon of the “digital city” in the US by looking at three case studies: New York City, San Antonio, and Seattle. Kristin Scott considers how digital technologies are increasingly built into the logic and organization of urban spaces and argues that while each city articulates ideals such as those of open democracy, civic engagement, efficient governance, and enhanced security, competing capitalist interests attached to many of these digital technological programs make the “digital city” problematic.
Автор: Turvey Название: Narrative Ecologies: Teachers as Pedagogical Toolmakers ISBN: 1138931454 ISBN-13(EAN): 9781138931459 Издательство: Taylor&Francis Рейтинг: Цена: 7654.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
In recent years there has been significant investment by policy makers in the potential of technological tools to transform learning and teaching across a range of professional practitioner groups; education, nursing and social care. There remain, however, outstanding issues concerning the ways educators and professional practitioners harness the potential of technologies to innovate and develop pedagogical practice. With so much attention focusing on technologies themselves, the complexity of what it takes for practitioners to innovate and develop their own pedagogical practice can easily be overlooked.
This book promotes a teacher-centred model of professional development and practice; a model that promotes teachers as active agents as they draw upon a range of factors within a narrative ecology framework to inform their development of pedagogical tools. The combination of narrative methodologies with ecological theories offers a much more nuanced view of teachers' professional learning, and Turvey provides an innovative methodological approach to narrative research, supported by an empirical evidence base which crosses educational and socio-cultural contexts. Chapters cover:
-Teachers as pedagogical toolmakers
-A teacher-centred narrative ecology
-Storying teachers' experiences: what can we learn?
The narrative ecologies that emerge in this book suggest an incremental process of pedagogical change and development, driven by teachers at the heart of the process. This book will be key reading for postgraduate students and academics focusing on narrative methodologies and aspects of professional learning within contemporary contexts.
Technological innovation has changed nearly everything about human life, including how we teach and learn. Many Christian professors and institutions have embraced new technologies, especially online education. But as followers of Jesus Christ, we face the same call to grow in our faith. So how should we think about and approach Christian education in light of new technologies? Is it possible for us to grow spiritually through our digital communities? Steve Lowe and Mary Lowe, longtime proponents of online education, trace the motif of spiritual growth through Scripture and consider how students and professors alike might foster digital ecologies in which spiritual growth--even transformation--can take place. IVP Instructor Resources available.
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