Designing for Virtual Communities in the Service of Learning (Hardcover)

Sasha Barab

ISBN 10: 0521817552 / ISBN 13: 9780521817554

Published by Cambridge University Press, Cambridge, 2004

About this Item

Hardcover. While many of us are concerned with the loss of communal spaces and ties that broaden one's sense of self beyond the 'me' or 'I' and into the 'we' and 'us', less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning. The chapters in this 2004 volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9780521817554

Bibliographic Details

• Title: Designing for Virtual Communities in the Service of Learning (Hardcover)
• Publisher: Cambridge University Press, Cambridge
• Publication Date: 2004
• Language: English
• ISBN 10: 0521817552
• ISBN 13: 9780521817554
• Binding: Hardcover
• Edition: 1st Edition
• Condition: new

About this title

Synopsis

While many of us are concerned with the loss of communal spaces and ties that broaden one's sense of self beyond the 'me' or 'I' and into the 'we' and 'us', less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this 2004 volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning.

Review

"Anyone designing, evaluating, or forming a community of learners will benefit from the examples and results reported in this volume." - Marcia C. Linn, University of California, Berkeley