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  3. Designing for Virtual Communities in the Service of Learning
  • Cited by 140
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    • Publisher:
      Cambridge University Press
      Publication date:
      05 June 2012
      29 March 2004
      ISBN:
      9780511805080
      9780521817554
      9780521520812
      DOI:
      https://doi.org/10.1017/CBO9780511805080
      Dimensions:
      (228 x 152 mm)
      Weight & Pages:
      0.776kg, 480 Pages
      Dimensions:
      (228 x 152 mm)
      Weight & Pages:
      0.643kg, 480 Pages
      • Subjects:
      Life Sciences, Cognitive Psychology, Developmental Psychology, Psychology, Educational Psychology
      Series:
      Learning in Doing: Social, Cognitive and Computational Perspectives
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    • Selected: Digital
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    Subjects:
    Life Sciences, Cognitive Psychology, Developmental Psychology, Psychology, Educational Psychology
    Series:
    Learning in Doing: Social, Cognitive and Computational Perspectives
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    Book description

    While many of us are concerned with the loss of communal spaces and ties that broaden one's sense of self beyond the 'me' or 'I' and into the 'we' and 'us', less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this 2004 volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning.

    Reviews

    "Anyone designing, evaluating, or forming a community of learners will benefit from the examples and results reported in this volume." - Marcia C. Linn, University of California, Berkeley

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