The rapid co-evolution of technology and learning is offering new ways to represent knowledge, new educational practices, and new global communities of learners. Yet the contribution of these changes to formal education is largely unexplored, along with possibilities for deepening our understanding of what and how to learn. Similarly, the convergence of personal technologies offers new opportunities for informal, conversational and situated learning. But this is widening the gulf between everyday learning and formal education, which is struggling to adapt pedagogies and curricula that were established in a pre-digital age.
Technology Enhanced Learning, will explore learning futures that incorporate digital technologies in innovative and transformative ways. It will elaborate issues including the design of learning experiences that connect formal and informal contexts; the evolution of learning and technology; new social and cultural contexts for learning with technology; novel questions of design, computational expression, collaboration and intelligence; social exclusion and inclusion in an age of personal and mobile technology; and attempts to broaden practical and theoretical perspectives on cognition, community and epistemology.
The series will be of interest to researchers and students in education and computing, to educational policy makers, and to the general public with an interest in the future of learning with technology.
Series Editors: Richard Noss,
London Knowledge Lab, IOE, UK Mike Sharples,
Learning Sciences Research Institute, University of Nottingham, UK
Editorial Board: Nicolas Balacheff,
CNRS, France R.M. Bottino,
Consiglio Nazionale delle Ricerche, Istituto Tecnologie Didattiche, Genova, Italy Tak-Wai Chan,
Graduate Institute of Network Learning Technology, National Central University of Taiwan Peter Goodyear,
CoCo, Faculty of Education & Social Work, University of Sydney Miguel Nussbaum,
Escuela de Ingeniería, Pontificia Universidad Católica de Chile Jeremy Roschelle,
SRI International, USA Barbara Wasson,
University of Bergen, Norway