3,799 research outputs found
The literacies of ‘digital scholarship’ – truth and use values
No full textLiteracy theorists have long argued for an understanding of the phenomenon as participation in social action (see Gourlay and Oliver, Lea, McKenna and Hughes, in this volume). Literacy in social settings implicates whole communities, ‘values and beliefs’ about knowledge, ‘identities, subject positions, and potential for agency’, as well as power relations which may constrain ‘possibilities for self-hood for particular participants’ (Ivanič et al. 2007: 706). Literacy research in higher education, which has conventionally focused on writing as the principal means of action, now addresses a landscape in which text-making involves multiple modes, and an increasingly complex interaction of social and technical phenomena (Kress 2003, 2010). There is a major challenge in trying to bring the perspectives of communities, power relations, individual subjects, and other actors to bear on the textual practices of the digital university. In this chapter I aim to take up this challenge in relation to the practices of scholarship
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Introduction: literacy, the digital, and the university
No full textThis book constructively problematises the relation between digital communication, literacy, and learning in post-compulsory education, and establishes the need for a truly critical pedagogical research and development agenda that is capable of shaping the ‘digital university’ as an academic as well as an economic enterprise. The contributions in this volume make visible the complexity of the relationship between learning and social practice in a digital world. They expose the inadequacy of skills-based conceptualisations of literacy to support principled pedagogical approaches at this level, but equally they show that established perspectives on literacy as textual, as social action, and as ideological, face major challenges in accounting for the textuality of the digital domain, and its relationship to social power
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Introduction: a Frame for the Discussion of Learning Cultures
No full textIn this chapter the authors identify a gap in research on culture in online learning and offer a frame for the discussion of the best-known frameworks available for cultural analysis outside the online world. They go on to describe the developments driving the need to problematize 'learning cultures' for the online world, such as the growth of multiculturality, the expansion of transnational e-learning and new media communication practices
Between Jest and Dream: The Mad Pranks and Merry Jests of Robin Goodfellow.
No full textThe volume presents a critical edition of the chapbook The Mad Pranks and Merry Jests of Robin Goodfellow preceded by an introduction focussed on folklore, fairylore and Shakespeare's A Midsummer Night's Drea
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Conclusion: Directions for Research in Online Learning Cultures
No full textIn this chapter, the authors review issues currently under-represented in research on the cultural dimensions of e-learning, such as the institutional cultural hegemony over pedagogy that is enjoyed by Westernized constructions of learning and teaching, identity-work carried out by participants in linguistic and cultural online communication, and issues of power and embodiment in network-based language learning. The Open Educational Resources initiative is identified as a site for future research on learning cultures
Happy Hour with Robin Sacks
No full textRobin Sacks is the author of Get Off My Bus!: How to Get Clarity, Get in the Driver\u27s Seat, and Get Moving in Your Life! Introduction by Kristen Kuhlman, LSW, LHNA, MBA/HCM DHA Candidate
Learning to learn a language – at home and on the Web
No full textThis paper reports on work at the Open University's Centre for Modern Languages (CML) and Institute of Educational Technology (IET), on the use of technology to support language learners working at home and in virtual groups via the Internet. We describe the Lexica On-Line project, which created a learning environment for Open University students of French, incorporating computer-based lexical tools to De used at home, an on-line discussion forum, and guided access to the Francophone Web. We report on some of the outcomes of this project, and discuss the effectiveness of such a configuration for the promotion of reflective language-learning practices.
Robin Goodfellow is a lecturer in New Technology in Teaching at the Open University's Institute of Educational Technology. His research interests in foreign language learning are in lexical acquisition and learning via asynchronous networks.
Marie-Nolle Lamy is a senior lecturer in French at the Open University's Centre for Modern Languages. Her research interests are in French lexicology and syntax and student strategies for distance-learning of French
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