Rhiannon Evans – författare

Utopia Antiqua is a fresh look at narratives of the Golden Age and decline in ancient Roman literature of the late Republic and imperial period.Through the lens of utopian theory, Rhiannon Evans looks at the ways that Roman authors, such as Virgil, Ovid and Tacitus, use and reinvent Greek myths of the ages, considering them in their historical and artistic context. This book explores the meanings of the ‘Iron Age’ and dystopia for Roman authors, as well as the reasons they give for this decline, and the possibilities for a renewed Age of Gold. Using case studies, it considers the cultural effects of importing luxury goods and the way that it gives rise to a rhetoric of Roman decline. It also looks at the idealisation of farmers, soldiers and even primitive barbarians as parallels to the Golden Race and role models for now-extravagant Romans.

Utopia Antiqua is a fresh look at narratives of the Golden Age and decline in ancient Roman literature of the late Republic and imperial period.Through the lens of utopian theory, Rhiannon Evans looks at the ways that Roman authors, such as Virgil, Ovid and Tacitus, use and reinvent Greek myths of the ages, considering them in their historical and artistic context. This book explores the meanings of the ‘Iron Age’ and dystopia for Roman authors, as well as the reasons they give for this decline, and the possibilities for a renewed Age of Gold. Using case studies, it considers the cultural effects of importing luxury goods and the way that it gives rise to a rhetoric of Roman decline. It also looks at the idealisation of farmers, soldiers and even primitive barbarians as parallels to the Golden Race and role models for now-extravagant Romans.

This book has acompletely new take on e-learning in higher education, introducing a novelframework which distinguishes between e-learning 1.0 (distribution), e-learning2.0 (dialogue), and e-learning 3.0 (construction). Through this framework, theuse of e-learning is actively linked to three theoretical perceptions of learning:1.0 (behavioural learning theory), 2.0 (cognitive learning theory), and 3.0(social learning theory).E-learning 1.0, 2.0, and 3.0 guides the reader through the design and use ofe-learning by the central framework. Readers are invited to reflect on thelearning theories underlying their own e-learning design practices. The book introduceseight practical examples of e-learning design considerations and e-learningimplementations as academic colleagues from around the world present theirconcrete use-cases of e-learning technologies.E-learning 1.0, 2.0, and 3.0 will enable readers to use the framework fore-learning and its link to associated learning theories to inform their owndesign and use of e-learning technologies – for the benefit not only of teachers,but also the engagement and learning of students.