Mary R. Lea – författare

At a time of increasing globalisation, the concept of open and distance learning is being constantly redefined. New technologies have opened up new ways of understanding and participating in Learning. Distributed Learning offers a collection of perspectives from a social and cultural practice-based viewpoint, with contributions from leading international authors in the field. Key issues in this comprehensive text are:*the challenges of ICT to traditional teaching and learning practices*the value and relevance of 'activity theory' and 'communities of practice' in educational institutions and the workplace*perspectives on the relationship between globalisation and distributed learning, and the breakdown of distinctions between global and local contexts*issues of identity and community in designing courses for the virtual student*language and literacies in distributed learning contextsThis book provides useful introductory reading, building a sound theoretical framework for practitioners interested in how distributed learning is shaping post-compulsory education.

At a time of increasing globalisation, the concept of open and distance learning is being constantly redefined. New technologies have opened up new ways of understanding and participating in Learning. Distributed Learning offers a collection of perspectives from a social and cultural practice-based viewpoint, with contributions from leading international authors in the field. Key issues in this comprehensive text are:*the challenges of ICT to traditional teaching and learning practices*the value and relevance of 'activity theory' and 'communities of practice' in educational institutions and the workplace*perspectives on the relationship between globalisation and distributed learning, and the breakdown of distinctions between global and local contexts*issues of identity and community in designing courses for the virtual student*language and literacies in distributed learning contextsThis book provides useful introductory reading, building a sound theoretical framework for practitioners interested in how distributed learning is shaping post-compulsory education.

Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: ‘literacies and learning’ and ‘learning technologies’. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.

Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: ‘literacies and learning’ and ‘learning technologies’. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.