Designing for Virtual Communities in the Service of Learning. This item is unavailable.
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Language: English
Published by Cambridge University Press, 2004
- First Edition
- Softcover
- Used
Seller: Better World Books Ltd, Dunfermline, United KingdomBetter World Books Ltd
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Softcover
Condition: Used - Good
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Item description from seller
Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
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- Title
- Designing for Virtual Communities in the Service of Learning
- Publisher
- Cambridge University Press
- Publication year
- 2004
- Condition
- Good
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 0521520819
- ISBN 13
- 9780521520812
- Edition
- 1st Edition.
- Item weight
- 1.422 pounds
- Dimensions
- N/A
This volume explores the theoretical, design, learning, and methodological questions relevant to designing for and researching web-based communities to support the learning process. Coming from diverse academic backgrounds, the authors examine what we do and do not know about the processes and practices of designing communities to support educational processes. Taken as a collection, the chapters point to the challenges and complex tensions that emerge when designing for a web-supported community, especially when the focal practice of the community is learning.
"Synopsis" may belong to another edition of this title.
Book Description
The chapters in this 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.
"About the title" may belong to another edition of this title.