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The International Handbook of Virtual Learning Environments

Overview of attention for book
The International Handbook of Virtual Learning Environments
Springer Netherlands

Table of Contents

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    Book Overview
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    Chapter 1 Rethinking the Virtual
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    Chapter 2 A History of E-learning: Shift Happened
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    Chapter 3 Towards Philosophy of Technology in Education: Mapping the Field
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    Chapter 4 A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late 20th Century
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    Chapter 5 Teaching and Transformation: Donna Haraway’s “A Manifesto for Cyborgs” and Its Influence in Computer-Supported Composition Classrooms
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    Chapter 6 The Political Economy of the Internet: Contesting Capitalism, the Spirit of Informationalism, and Virtual Learning Environments
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    Chapter 7 The Influence of ASCII on the Construction of Internet-Based Knowledge
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    Chapter 8 Interaction, Collusion, and the Human–Machine Interface
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    Chapter 9 Technological Transformation, Multiple Literacies, and the Re-visioning of Education
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    Chapter 10 Cyberpedagogy
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    Chapter 11 Re-situating Constructionism
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    Chapter 12 Realizing the Internet’s Educational Potential
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    Chapter 13 Virtual Schools: Reflections on Key Issues
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    Chapter 14 Time, Space, and Virtuality: The Role of Virtual Learning Environments in Time and Spatial Structuring
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    Chapter 15 Motivational Perspectives on Students’ Responses to Learning in Virtual Learning Environments
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    Chapter 16 User Adaptation in Supporting Exploration Tasks in Virtual Learning Environments
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    Chapter 17 Collaborative Text-Based Virtual Learning Environments
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    Chapter 18 Designing Virtual Learning Environments for Academic Language Development
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    Chapter 19 Inclusive E-learning
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    Chapter 20 Displacing Student–Teacher Equilibrium in Virtual Learning Environments
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    Chapter 21 Rural South African Teachers “Move Home” in an Online Ecology
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    Chapter 22 Virtual Communities of Practice
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    Chapter 23 Increasing the Democratic Value of Research through Professional Virtual Learning Environments (VLEs)
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    Chapter 24 Virtual Learning Environments in Higher Education “Down Under”
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    Chapter 25 Technology and Culture in Online Education: Critical Reflections on a Decade of Distance Learning
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    Chapter 26 Global Perspective on Political Definitions of E-learning: Commonalities and Differences in National Educational Technology Strategy Discourses
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    Chapter 27 An Overview of Virtual Learning Environments in the Asia-Pacific: Provisos, Issues, and Tensions
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    Chapter 28 Global Online Education
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    Chapter 29 Global Virtual Organizations for Online Educator Empowerment
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    Chapter 30 An Online Journal as a Virtual Learning Environment: The Case of the Teachers College Record
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    Chapter 31 Professional Development & Knowledge Management via Virtual Spaces
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    Chapter 32 Cemeteries, Oak Trees, and Black and White Cows: Newcomers’ Understandings of the Networked World
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    Chapter 33 The eLibrary and Learning
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    Chapter 34 Beyond MuseumWalls: An Exploration of the Origins and Futures of Web-Based, Museum Education Outreach
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    Chapter 35 Genealogical Education: Finding Internet-Based Educational Content for Hobbyist Genealogists
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    Chapter 36 Downtime on the Net: The Rise of Virtual Leisure Industries
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    Chapter 37 Education, Gaming, and Serious Play
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    Chapter 38 E-learning Environments for Health Care: Advantages, Risks, and Implications
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    Chapter 39 E-Democracy: Media-Liminal Space in the Era of Age Compression
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    Chapter 40 SonicMemorial.org—The Virtual Memorial as a Vehicle for Rethinking Virtual Learning Environments
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    Chapter 41 “Why don’t We Trade Places… ”: Some Issues Relevant for the Analysis of Diasporic Web Communities as Learning Spaces
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    Chapter 42 Exploring the Production of Race Through Virtual Learning Environments
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    Chapter 43 Engaging the Disney Effect: The Cultural Production of Escapism and Utopia in Media
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    Chapter 44 “A SmallWorld After All”: L. M. Montgomery’s Imagined Avonlea as Virtual Landscape
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    Chapter 45 Slash Fiction/Fanfiction
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    Chapter 46 A Critical Eye for the Queer Text: Reading and Writing Slash Fiction on (the) Line
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    Chapter 47 Chromosoft Mirrors
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    Chapter 48 Net: Geography Fieldwork Frequently Asked Questions
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    Chapter 49 Hacktivism: The How and Why of Activism for the Digital Age
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    Chapter 50 Weblogs and Collaborative Web Publishing as Learning Spaces
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    Chapter 51 Procedural Discourse Networks:Weblogs, Self-organizations and Successive Models for Academic Peer Review
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    Chapter 52 Wikis: Collaborative Virtual Learning Environments
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    Chapter 53 Partying Like it’s 1999: On the Napsterization of Cultural Artifacts Via Peer-to-Peer Networks
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    Chapter 54 Virtual Harlem as a Collaborative Learning Environment: A Project of the University of Illinois at Chicago’s Electronic Visualization Lab
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    Chapter 55 Video-as-Data and Digital Video Manipulation Techniques for Transforming Learning Sciences Research, Education, and Other Cultural Practices
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    Chapter 56 ePresence Interactive Media and Webforum 2001: An Accidental Case Study on the Use of Webcasting as a VLE for Early Child Development
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    Chapter 57 Networked Scholarship
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    Chapter 58 Analysis of Log File Data to Understand Behavior and Learning in an Online Community
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    Chapter 59 Reconstructing the Fables:Women on the Educational Cyberfrontier
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    Chapter 60 (Inorganic) Community Design Models and the Place of (In)appropriate Technology in International Development—What if More Than “Half the World” Wants Internet Access?
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    Chapter 61 Broadband Technologies, Techno-Optimism and the “Hopeful” Citizen
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    Chapter 62 The Matrix, or, the Two Sides of Perversion
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    Chapter 63 Learning by Being: Thirty Years of Cyborg Existemology
Attention for Chapter 32: Cemeteries, Oak Trees, and Black and White Cows: Newcomers’ Understandings of the Networked World
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Chapter title
Cemeteries, Oak Trees, and Black and White Cows: Newcomers’ Understandings of the Networked World
Chapter number 32
Book title
The International Handbook of Virtual Learning Environments
Published by
Springer Netherlands, January 2006
DOI 10.1007/978-1-4020-3803-7_32
Book ISBNs
978-1-4020-3802-0, 978-1-4020-3803-7
Authors

Vicki L. O’Day, Mizuko Ito, Annette Adler, Charlotte Linde, Elizabeth D. Mynatt

Editors

Joel Weiss, Assistant Professor Jason Nolan, Jeremy Hunsinger Ph.D, Professor Peter Trifonas

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 1 Mendeley reader of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 1 100%

Demographic breakdown

Readers by professional status Count As %
Unknown 1 100%
Readers by discipline Count As %
Psychology 1 100%

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