000			03145nam a2200409 4500
001			OTLid0000355
003			MnU
005			20201105133321.0
006			m o d s
008			180907s2014 mnu o 0 0 eng d
020			_a
040			_aMnU _beng _cMnU
050		4	_aL7
050		4	_aLC980
050		4	_aLC5800
100	1		_aDron, Jon _eauthor
245	0	0	_aTeaching Crowds _bLearning and Social Media _cJon Dron
264		2	_bOpen Textbook Library
264		1	_bAthabasca University Press
300			_a1 online resource
490	0		_aOpen textbook library.
505	0		_aChapter 1: On the Nature and Value of Social Software for Learning -- Chapter 2: Social Learning Theories -- Chapter 3: A Typology of Social Forms for Learning -- Chapter 4: Learning in Groups -- Chapter 5: Learning in Networks -- Chapter 6: Learning in Sets -- Chapter 7: Learning with Collectives -- Chapter 8: Stories From the Field -- Chapter 9: Issues and Challenges in Educational Uses of Social Software -- Chapter 10: The Shape of Things and of Things to Come
520	0		_aWithin the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections - on networks and collectives - rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.
542	1		_fAttribution-NonCommercial-NoDerivs
546			_aIn English.
588	0		_aDescription based on online resource
650		0	_aEducation _vTextbooks
650		0	_aGeneral education _vTextbooks
650		0	_aDistance Education _vTextbooks
700	1		_aAnderson, Terry _eauthor
710	2		_aOpen Textbook Library _edistributor
856	4	0	_uhttps://open.umn.edu/opentextbooks/textbooks/355 _zAccess online version
999			_c19752 _d19752