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Reference: Russell James Francis, (2008). The Predicament of the Learner in the New Media Age. DPhil. University of Oxford.Citable link to this page:

 

The Predicament of the Learner in the New Media Age Subtitle: An investigation into the implications of media change for learning

Abstract: This thesis explores the Predicament of the Learner in an age during which an emergent Participatory Culture supported by networked computers is converging or colliding with a top-down Culture Industry model of education associated with centralised control and traditional learning media. Two case studies explore attempts to use advanced E-learning tools, the Learning Activity Management System (LAMS) and Revolution (a multiplayer role-playing game) to mediate learning activities in the digital classroom. Both reveal the shifting locus of agency for managing and regulating learning and identify a need to understand how learners are creatively appropriating a range of digital media to advance self-directed learning agendas. The main study, The Agency of the Learner in the Networked University, develops these insights through a cognitive anthropology, informed by post-Vygotskian theory, focussed on the digitally mediated practices of 16 post-graduate students who enjoyed unrestricted access to the Internet from their study rooms. The findings chapters explore i) learners designing personalised learning environments to support advanced knowledge work; ii) learners creatively appropriating web-based digital tools and resources for course related study and self education; iii) learners cultivating, nurturing and mobilising globally distributed funds of living knowledge; iv) learners breaking away from lifeworld communities and learning with others in online affinity spaces; and v) learners seeking out opportunities to bootstrap themselves towards the actualisation of a projective identity through serious play in virtually figured worlds. In each case, an attempt is made to innovate conceptual tools that can help us to identify and conceptualise the New Media Literacies (conceived of as expert-like digitally mediated practices) required to exploit the full potential of new media as a resource for course related study, independent learning and self-education.

Digital Origin:Born digital Type of Award:DPhil Level of Award:Doctoral Awarding Institution: University of Oxford

Contributors

Prof John FurlongMore by this contributor

RoleSupervisor

 

Prof Anne Edwards More by this contributor

RoleSupervisor

 Bibliographic Details

Issue Date: 2008

Copyright Date: 2008 Identifiers

Urn: uuid:0cbd0185-c7ed-4306-b34e-993acd125e96 Item Description

Type: thesis;

Language: en Keywords: New Media Media Change Agency Networked University Internet Participatory Culture Learning Literacy Socio-cultural and Activity TheorySubjects: Sociocultural and activity theory Learning facilitation e-Learning Literacy Children and youth Internet and everyday life Tiny URL: ora:2162

Relationships





Autor: Dr Russell James Francis - institutionUniversity of Oxford facultySocial Sciences Division - Educational Studies researchGroupOxf

Fuente: https://ora.ox.ac.uk/objects/uuid:0cbd0185-c7ed-4306-b34e-993acd125e96



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