Steve Wheeler – författare

Technology holds vast potential for learning and development (L&D) practitioners. It can improve performance, productivity, engagement and knowledge retention. But if employees aren't able to leverage the potential of these technologies, any investment in them may be wasted. Digital Learning in Organizations shows L&D professionals how to make sure that their workforce is 'digitally ready' and has the skills, capabilities and understanding needed to capitalize on the opportunities created by learning technologies and to feel confident in their ability to get the most out of them. It includes guidance on how technologies can be used to improve both social and personal learning, how the increased flexibility created by technology enables a multi-located workforce to develop simultaneously, and discussion of how to ensure that technology really does facilitate employee development and doesn't become a distraction. Digital Learning in Organizations also includes comprehensive coverage of the ways in which L&D practitioners can engage with learning technologies and digital capabilities such as mobile learning, wearable technology, learning analytics, digital game-based learning as well as augmented, mixed and virtual reality. Packed with insights from leading L&D practitioners and case studies from organizations including Royal Mail, DTE Energy, and the UK National Health Service (NHS), this is an essential read for all L&D practitioners needing to improve employee and company performance in a digital world.

Technology holds vast potential for learning and development (L&D) practitioners. It can improve performance, productivity, engagement and knowledge retention. But if employees aren't able to leverage the potential of these technologies, any investment in them may be wasted. Digital Learning in Organizations shows L&D professionals how to make sure that their workforce is 'digitally ready' and has the skills, capabilities and understanding needed to capitalize on the opportunities created by learning technologies and to feel confident in their ability to get the most out of them. It includes guidance on how technologies can be used to improve both social and personal learning, how the increased flexibility created by technology enables a multi-located workforce to develop simultaneously, and discussion of how to ensure that technology really does facilitate employee development and doesn't become a distraction. Digital Learning in Organizations also includes comprehensive coverage of the ways in which L&D practitioners can engage with learning technologies and digital capabilities such as mobile learning, wearable technology, learning analytics, digital game-based learning as well as augmented, mixed and virtual reality. Packed with insights from leading L&D practitioners and case studies from organizations including Royal Mail, DTE Energy, and the UK National Health Service (NHS), this is an essential read for all L&D practitioners needing to improve employee and company performance in a digital world.

Based on a major research project (the InterActive Project), this book explores and illustrates how digital technologies can transform learning across the curriculum. Using a wide range of educational settings – primary, secondary, school and home – it will help practitioners think about, plan and execute effective learning in their classrooms and beyond. It will show teachers how they can 'harness technology for the future' by covering important topics such as: personalised learningusing ICT for pupils with special needspersonal use of ICT and home-school linksdesigning 'digital' classrooms.By weaving 'evidence based practice' into each chapter, the book will provide extensive guidance, practical advice and insights into working in the 'digital classroom' for all primary and secondary school teachers.

As the title indicates, this book highlights the shifting and emergent features that represent life online, specifically in and around the territory of e-learning.Cybercultures in themselves are complex conglomerations of ideas, philosophies, concepts, and theories, some of which are fiercely contradictory. As a construct, 'cyberculture' is a result of sustained attempts by diverse groups of people to make sense of multifarious activities, linguistic codes, and practices in complicated and ever-changing settings. It is an impossibly convoluted field. Any valid understanding of cyberculture can only be gained from living within it, and as Bell suggests, it is 'made up of people, machines and stories in everyday life.' Although this book contains a mix of perspectives, as the chapters progress, readers should detect some common threads.Technology-mediated activities are featured throughout, each evoking its particular cultural nuances and, as Derrick de Kerckhove (1997) has eloquently argued, technology acts as the skin of culture. All the authors are passionate about their subjects, every one engages critically with his or her topics, and each is fully committed to the belief that e-learning is a vitally important component in the future of education. All of the authors believe that digital learning environments will contribute massively to the success of the information society we now inhabit. Each is intent on exploration of the touchstone of 'any time, any place' learning where temporal and spatial contexts cease to become barriers to learning, and where the boundaries are blurring between the formal and informal.This book is divided into four sections. In Part I, which has been titled 'Digital Subcultures,' we begin an exploration of 'culture' and attempt to locate the learner within a number of digital subcultures that have arisen around new and emerging technologies such as mobile and handheld devices, collaborative online spaces, and podcasting. The chapters in this section represent attempts by the authors to demonstrate that there are many subdivisions present on the Web, and that online learners cannot and should not be represented as one vast amorphous mass of 'Internet' users.

As the title indicates, this book highlights the shifting and emergent features that represent life online, specifically in and around the territory of e-learning.Cybercultures in themselves are complex conglomerations of ideas, philosophies, concepts, and theories, some of which are fiercely contradictory. As a construct, 'cyberculture' is a result of sustained attempts by diverse groups of people to make sense of multifarious activities, linguistic codes, and practices in complicated and ever-changing settings. It is an impossibly convoluted field. Any valid understanding of cyberculture can only be gained from living within it, and as Bell suggests, it is 'made up of people, machines and stories in everyday life.' Although this book contains a mix of perspectives, as the chapters progress, readers should detect some common threads.Technology-mediated activities are featured throughout, each evoking its particular cultural nuances and, as Derrick de Kerckhove (1997) has eloquently argued, technology acts as the skin of culture. All the authors are passionate about their subjects, every one engages critically with his or her topics, and each is fully committed to the belief that e-learning is a vitally important component in the future of education. All of the authors believe that digital learning environments will contribute massively to the success of the information society we now inhabit. Each is intent on exploration of the touchstone of 'any time, any place' learning where temporal and spatial contexts cease to become barriers to learning, and where the boundaries are blurring between the formal and informal.This book is divided into four sections. In Part I, which has been titled 'Digital Subcultures,' we begin an exploration of 'culture' and attempt to locate the learner within a number of digital subcultures that have arisen around new and emerging technologies such as mobile and handheld devices, collaborative online spaces, and podcasting. The chapters in this section represent attempts by the authors to demonstrate that there are many subdivisions present on the Web, and that online learners cannot and should not be represented as one vast amorphous mass of 'Internet' users.

Based on a major research project (the InterActive Project), this book explores and illustrates how digital technologies can transform learning across the curriculum. Using a wide range of educational settings – primary, secondary, school and home – it will help practitioners think about, plan and execute effective learning in their classrooms and beyond. It will show teachers how they can 'harness technology for the future' by covering important topics such as: personalised learningusing ICT for pupils with special needspersonal use of ICT and home-school linksdesigning 'digital' classrooms.By weaving 'evidence based practice' into each chapter, the book will provide extensive guidance, practical advice and insights into working in the 'digital classroom' for all primary and secondary school teachers.

This book aims to bring together the work of a number of online learning specialists from around the world, to offer the reader a global view of current and recent research and practice in electronic learning from a variety of disciplines and contexts. Some of the chapter authors indicate the likely directions e-learning may be headed in the next few years. In addition, this book is aimed at informing all those working within online learning and distance education of best practice. The content of this book will be of particular interest to university academics, researchers, college educators, K-12 teachers, education administrators and distance education students. It will also be useful as a text for those studying the management and delivery of distance education and e-learning, and indeed will be of interest to those working in all areas of education.The core of our book, the section entitled Projects and Tools, consists of research reports originally presented at the Romanian Internet Learning Workshop (RILW), an annual international conference series held in Romania between 1997 and 2001, and described in the first chapter of the volume. These projects focus on the development of instructional concepts and tools for technology-based learning environments encompassing diverse fields and disciplines from Educational Science through Intercultural Education and Foreign Languages to Beam Physics.

This book aims to bring together the work of a number of online learning specialists from around the world, to offer the reader a global view of current and recent research and practice in electronic learning from a variety of disciplines and contexts. Some of the chapter authors indicate the likely directions e-learning may be headed in the next few years. In addition, this book is aimed at informing all those working within online learning and distance education of best practice. The content of this book will be of particular interest to university academics, researchers, college educators, K-12 teachers, education administrators and distance education students. It will also be useful as a text for those studying the management and delivery of distance education and e-learning, and indeed will be of interest to those working in all areas of education.The core of our book, the section entitled Projects and Tools, consists of research reports originally presented at the Romanian Internet Learning Workshop (RILW), an annual international conference series held in Romania between 1997 and 2001, and described in the first chapter of the volume. These projects focus on the development of instructional concepts and tools for technology-based learning environments encompassing diverse fields and disciplines from Educational Science through Intercultural Education and Foreign Languages to Beam Physics.