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|a Littlejohn, Allison.
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|a Reconceptualising Learning in the Digital Age
|h [electronic resource] :
|b The [Un]democratising Potential of MOOCs /
|c by Allison Littlejohn, Nina Hood.
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| 250 |
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|a 1st ed. 2018.
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| 264 |
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1 |
|a Singapore :
|b Springer Nature Singapore :
|b Imprint: Springer,
|c 2018.
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| 300 |
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|a VIII, 108 p. 9 illus., 7 illus. in color.
|b online resource.
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|a SpringerBriefs in Open and Distance Education,
|x 2509-4343
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|a Foreword -- Preface -- Chapter 1: The Myth of the Massive Open Online Course -- Chapter 2: Multiple Contexts and Purposes of MOOCs -- Chapter 3: Reconceptualising the Learner and Learning -- Chapter 4: The MOOC as a Misfit -- Chapter 5: Future Directions in Open Learning -- Index.
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| 520 |
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|a This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
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|a Educational technology.
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|a Learning, Psychology of.
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|a Teachers
|x Training of.
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|a Digital Education and Educational Technology.
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| 650 |
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|a Instructional Psychology.
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| 650 |
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4 |
|a Teaching and Teacher Education.
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| 700 |
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|a Hood, Nina.
|e author.
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|4 http://id.loc.gov/vocabulary/relators/aut
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|a SpringerLink (Online service)
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