Ebook: The International Handbook of Virtual Learning Environments

What is virtual reality and how do we conceptualize, create, use, and inquire into learning settings that capture the possibilities of virtual life? The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE’s), and their relationships with digital, in real life and virtual worlds.

Three issues are explored and used as organizers for The Handbook. First, a distinction is made between virtual learning and learning virtually. Second, since the focus is on learning, an educational framework is developed as a means of bringing coherence to the available literature. Third, learning is defined broadly as a process of knowledge creation for transforming experience to reflect different facets of "the curriculum of life".

To reflect these issues The Handbook is divided into four sections: Foundations of Virtual Learning Environments; Schooling, Professional Learning and Knowledge Management; Out-of-School Learning Environments; and Challenges for Virtual Learning Environments. A variety of chapters representing different academic and professional fields are included. These chapters cover topics ranging from philosophical perspectives, historical, sociological, political and educational analyses, case studies from practical and research settings, as well as several provocative ‘’classics’ originally published in other settings.

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What is virtual reality and how do we conceptualize, create, use, and inquire into learning settings that capture the possibilities of virtual life? The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE’s), and their relationships with digital, in real life and virtual worlds.

Three issues are explored and used as organizers for The Handbook. First, a distinction is made between virtual learning and learning virtually. Second, since the focus is on learning, an educational framework is developed as a means of bringing coherence to the available literature. Third, learning is defined broadly as a process of knowledge creation for transforming experience to reflect different facets of "the curriculum of life".

To reflect these issues The Handbook is divided into four sections: Foundations of Virtual Learning Environments; Schooling, Professional Learning and Knowledge Management; Out-of-School Learning Environments; and Challenges for Virtual Learning Environments. A variety of chapters representing different academic and professional fields are included. These chapters cover topics ranging from philosophical perspectives, historical, sociological, political and educational analyses, case studies from practical and research settings, as well as several provocative ‘’classics’ originally published in other settings.

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What is virtual reality and how do we conceptualize, create, use, and inquire into learning settings that capture the possibilities of virtual life? The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE’s), and their relationships with digital, in real life and virtual worlds.

Three issues are explored and used as organizers for The Handbook. First, a distinction is made between virtual learning and learning virtually. Second, since the focus is on learning, an educational framework is developed as a means of bringing coherence to the available literature. Third, learning is defined broadly as a process of knowledge creation for transforming experience to reflect different facets of "the curriculum of life".

To reflect these issues The Handbook is divided into four sections: Foundations of Virtual Learning Environments; Schooling, Professional Learning and Knowledge Management; Out-of-School Learning Environments; and Challenges for Virtual Learning Environments. A variety of chapters representing different academic and professional fields are included. These chapters cover topics ranging from philosophical perspectives, historical, sociological, political and educational analyses, case studies from practical and research settings, as well as several provocative ‘’classics’ originally published in other settings.

Content:
Front Matter....Pages i-xxxv
Rethinking the Virtual....Pages 37-58
A History of E-learning: Shift Happened....Pages 59-94
Towards Philosophy of Technology in Education: Mapping the Field....Pages 95-116
A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late 20th Century....Pages 117-158
Teaching and Transformation: Donna Haraway’s “A Manifesto for Cyborgs” and Its Influence in Computer-Supported Composition Classrooms....Pages 159-188
The Political Economy of the Internet: Contesting Capitalism, the Spirit of Informationalism, and Virtual Learning Environments....Pages 189-206
The Influence of ASCII on the Construction of Internet-Based Knowledge....Pages 207-220
Interaction, Collusion, and the Human–Machine Interface....Pages 221-240
Technological Transformation, Multiple Literacies, and the Re-visioning of Education....Pages 241-268
Cyberpedagogy....Pages 269-277
Re-situating Constructionism....Pages 279-298
Realizing the Internet’s Educational Potential....Pages 301-327
Virtual Schools: Reflections on Key Issues....Pages 329-343
Time, Space, and Virtuality: The Role of Virtual Learning Environments in Time and Spatial Structuring....Pages 345-364
Motivational Perspectives on Students’ Responses to Learning in Virtual Learning Environments....Pages 365-394
User Adaptation in Supporting Exploration Tasks in Virtual Learning Environments....Pages 395-424
Collaborative Text-Based Virtual Learning Environments....Pages 425-439
Designing Virtual Learning Environments for Academic Language Development....Pages 441-467
Inclusive E-learning....Pages 469-495
Displacing Student–Teacher Equilibrium in Virtual Learning Environments....Pages 497-524
Rural South African Teachers “Move Home” in an Online Ecology....Pages 525-561
Virtual Communities of Practice....Pages 563-579
Increasing the Democratic Value of Research through Professional Virtual Learning Environments (VLEs)....Pages 581-608
Virtual Learning Environments in Higher Education “Down Under”....Pages 609-652
Technology and Culture in Online Education: Critical Reflections on a Decade of Distance Learning....Pages 653-671
Global Perspective on Political Definitions of E-learning: Commonalities and Differences in National Educational Technology Strategy Discourses....Pages 673-697
An Overview of Virtual Learning Environments in the Asia-Pacific: Provisos, Issues, and Tensions....Pages 699-721
Global Online Education....Pages 723-787
Global Virtual Organizations for Online Educator Empowerment....Pages 789-819
Professional Development & Knowledge Management via Virtual Spaces....Pages 821-848
Cemeteries, Oak Trees, and Black and White Cows: Newcomers’ Understandings of the Networked World....Pages 849-870
The eLibrary and Learning....Pages 873-893
Beyond MuseumWalls: An Exploration of the Origins and Futures of Web-Based, Museum Education Outreach....Pages 895-913
Genealogical Education: Finding Internet-Based Educational Content for Hobbyist Genealogists....Pages 915-937
Downtime on the Net: The Rise of Virtual Leisure Industries....Pages 939-959
Education, Gaming, and Serious Play....Pages 961-998
E-learning Environments for Health Care: Advantages, Risks, and Implications....Pages 999-1018
E-Democracy: Media-Liminal Space in the Era of Age Compression....Pages 1019-1038
SonicMemorial.org—The Virtual Memorial as a Vehicle for Rethinking Virtual Learning Environments....Pages 1039-1053
“Why don’t We Trade Places… ”: Some Issues Relevant for the Analysis of Diasporic Web Communities as Learning Spaces....Pages 1055-1065
Exploring the Production of Race Through Virtual Learning Environments....Pages 1067-1088
Engaging the Disney Effect: The Cultural Production of Escapism and Utopia in Media....Pages 1089-1105
“A SmallWorld After All”: L. M. Montgomery’s Imagined Avonlea as Virtual Landscape....Pages 1107-1119
Slash Fiction/Fanfiction....Pages 1121-1140
A Critical Eye for the Queer Text: Reading and Writing Slash Fiction on (the) Line....Pages 1141-1150
Chromosoft Mirrors....Pages 1151-1167
Net: Geography Fieldwork Frequently Asked Questions....Pages 1171-1173
Hacktivism: The How and Why of Activism for the Digital Age....Pages 1175-1202
Weblogs and Collaborative Web Publishing as Learning Spaces....Pages 1203-1214
Procedural Discourse Networks:Weblogs, Self-organizations and Successive Models for Academic Peer Review....Pages 1215-1235
Wikis: Collaborative Virtual Learning Environments....Pages 1237-1249
Partying Like it’s 1999: On the Napsterization of Cultural Artifacts Via Peer-to-Peer Networks....Pages 1251-1269
Virtual Harlem as a Collaborative Learning Environment: A Project of the University of Illinois at Chicago’s Electronic Visualization Lab....Pages 1271-1288
Video-as-Data and Digital Video Manipulation Techniques for Transforming Learning Sciences Research, Education, and Other Cultural Practices....Pages 1289-1320
ePresence Interactive Media and Webforum 2001: An Accidental Case Study on the Use of Webcasting as a VLE for Early Child Development....Pages 1321-1393
Networked Scholarship....Pages 1395-1427
Analysis of Log File Data to Understand Behavior and Learning in an Online Community....Pages 1429-1447
Reconstructing the Fables:Women on the Educational Cyberfrontier....Pages 1449-1465
(Inorganic) Community Design Models and the Place of (In)appropriate Technology in International Development—What if More Than “Half the World” Wants Internet Access?....Pages 1467-1494
Broadband Technologies, Techno-Optimism and the “Hopeful” Citizen....Pages 1495-1523
The Matrix, or, the Two Sides of Perversion....Pages 1525-1547
Learning by Being: Thirty Years of Cyborg Existemology....Pages 1549-1569
Back Matter....Pages 1571-1592
....Pages 1593-1615