Areas of ResearchComputer-mediated communication (CMC) and the Internet; information exchange via CMC; online communities; e-learning; social network analysis; collaboration; social informatics; community informatics I focus on research in the fields of language education, argumentation, writing development, multimodality, rhetoric and e-learning. With colleagues I designed the MA in English Education.

• AcknowledgementsIntroduction: New Learning PracticesWhat′s New in Learning?What is Driving New Conditions for Learning?Chapter OutlineLooking ForwardFurther ReadingThe New MediaIntroductionFeatures of Computer-Mediated CommunicationConclusionFurther ReadingTheories of LearningIntroductionTransformation, Framing and EmergenceChallenges for AssessmentToward E-Learning TheoryTextsConclusionFurther ReadingTheorizing Online LearningIntroductionExisting Theoretical PositionsFurther TheoriesInterim SummaryDoes E-Learning Require a New Theory of Learning?Three Questions AnsweredFurther ThoughtsConclusionFurther ReadingNew Literacies, New Discourses in E-learningFrom New Literacies to New DiscoursesExploring ModesFrom ′Literacy′ to ′Discourse′The Implications of a ′Discourse′ View of E-LearningA Reciprocal, Co-Evolutionary Model of Literacy Development and LearningDeveloping a New ′Language′ for E-LearningConclusionFurther ReadingParticipatory CulturesIntroductionTechnologies of ParticipationBrief History of IT DevelopmentParticipatory MediaEducational Spaces: 1.0 and 2.0Changes in Authority and ContributionConclusionFurther ReadingLearning CommunitiesIntroductionDefining and Locating CommunityWhy Collaboration and Community? The Concept of CommunityCreating an E-learning CommunityPromoting a CommunityConclusionFurther ReadingSociotechnical PerspectivesIntroductionReviewing Social Processes and TechnologyManaging the Social and Technical Mix in E-learningBalancing the Social and TechnicalConclusionFurther ReadingE-learning EcologiesIntroductionThe Ecology of the E-learning EnvironmentPersonal EcologiesConclusionFurther ReadingUbiquitous Learning, Ubiquitous LearnersIntroductionBecoming an Ubiquitous E-learnerWho Is A Ubiquitous E-learner? What Does a Ubiquitous Learner Learn? The Ubiquitous Learner and the Economics of AttentionConclusionFurther ReadingE-inclusion and ExclusionIntroductionDigital DivideDigital SpectrumConclusionFurther ReadingCross-Cultural IssuesIntroductionIssues Arising From Cultural DiversityE-learning Across the GlobePotential Problems with Cross-Cultural Approaches to E-LearningFurther ReadingResearching E-LearningIntroductionGetting Started in E-Learning ResearchE-learning Research DimensionsResearch about and for E-learningNew Forms of Research Formats in the Digital AgeBecoming an E-ResearcherFuture ResearchFrom Research About E-Learning to Research For E-LearningConclusionsFurther ReadingReferences

′Areas such as learning communities, e-learning ecologies and ubiquitous learning are discussed at a conceptual level, which all culminate with purposeful conclusions and indicators for future research′- Paul Dolan, Learning and Teaching Update

Areas of ResearchComputer-mediated communication (CMC) and the Internet; information exchange via CMC; online communities; e-learning; social network analysis; collaboration; social informatics; community informatics I focus on research in the fields of language education, argumentation, writing development, multimodality, rhetoric and e-learning. With colleagues I designed the MA in English Education.

• AcknowledgementsIntroduction: New Learning PracticesWhat′s New in Learning?What is Driving New Conditions for Learning?Chapter OutlineLooking ForwardFurther ReadingThe New MediaIntroductionFeatures of Computer-Mediated CommunicationConclusionFurther ReadingTheories of LearningIntroductionTransformation, Framing and EmergenceChallenges for AssessmentToward E-Learning TheoryTextsConclusionFurther ReadingTheorizing Online LearningIntroductionExisting Theoretical PositionsFurther TheoriesInterim SummaryDoes E-Learning Require a New Theory of Learning?Three Questions AnsweredFurther ThoughtsConclusionFurther ReadingNew Literacies, New Discourses in E-learningFrom New Literacies to New DiscoursesExploring ModesFrom ′Literacy′ to ′Discourse′The Implications of a ′Discourse′ View of E-LearningA Reciprocal, Co-Evolutionary Model of Literacy Development and LearningDeveloping a New ′Language′ for E-LearningConclusionFurther ReadingParticipatory CulturesIntroductionTechnologies of ParticipationBrief History of IT DevelopmentParticipatory MediaEducational Spaces: 1.0 and 2.0Changes in Authority and ContributionConclusionFurther ReadingLearning CommunitiesIntroductionDefining and Locating CommunityWhy Collaboration and Community? The Concept of CommunityCreating an E-learning CommunityPromoting a CommunityConclusionFurther ReadingSociotechnical PerspectivesIntroductionReviewing Social Processes and TechnologyManaging the Social and Technical Mix in E-learningBalancing the Social and TechnicalConclusionFurther ReadingE-learning EcologiesIntroductionThe Ecology of the E-learning EnvironmentPersonal EcologiesConclusionFurther ReadingUbiquitous Learning, Ubiquitous LearnersIntroductionBecoming an Ubiquitous E-learnerWho Is A Ubiquitous E-learner? What Does a Ubiquitous Learner Learn? The Ubiquitous Learner and the Economics of AttentionConclusionFurther ReadingE-inclusion and ExclusionIntroductionDigital DivideDigital SpectrumConclusionFurther ReadingCross-Cultural IssuesIntroductionIssues Arising From Cultural DiversityE-learning Across the GlobePotential Problems with Cross-Cultural Approaches to E-LearningFurther ReadingResearching E-LearningIntroductionGetting Started in E-Learning ResearchE-learning Research DimensionsResearch about and for E-learningNew Forms of Research Formats in the Digital AgeBecoming an E-ResearcherFuture ResearchFrom Research About E-Learning to Research For E-LearningConclusionsFurther ReadingReferences

′Areas such as learning communities, e-learning ecologies and ubiquitous learning are discussed at a conceptual level, which all culminate with purposeful conclusions and indicators for future research′- Paul Dolan, Learning and Teaching Update

Areas of ResearchComputer-mediated communication (CMC) and the Internet; information exchange via CMC; online communities; e-learning; social network analysis; collaboration; social informatics; community informatics I focus on research in the fields of language education, argumentation, writing development, multimodality, rhetoric and e-learning. With colleagues I designed the MA in English Education.

• AcknowledgementsIntroduction: New Learning PracticesWhat′s New in Learning?What is Driving New Conditions for Learning?Chapter OutlineLooking ForwardFurther ReadingThe New MediaIntroductionFeatures of Computer-Mediated CommunicationConclusionFurther ReadingTheories of LearningIntroductionTransformation, Framing and EmergenceChallenges for AssessmentToward E-Learning TheoryTextsConclusionFurther ReadingTheorizing Online LearningIntroductionExisting Theoretical PositionsFurther TheoriesInterim SummaryDoes E-Learning Require a New Theory of Learning?Three Questions AnsweredFurther ThoughtsConclusionFurther ReadingNew Literacies, New Discourses in E-learningFrom New Literacies to New DiscoursesExploring ModesFrom ′Literacy′ to ′Discourse′The Implications of a ′Discourse′ View of E-LearningA Reciprocal, Co-Evolutionary Model of Literacy Development and LearningDeveloping a New ′Language′ for E-LearningConclusionFurther ReadingParticipatory CulturesIntroductionTechnologies of ParticipationBrief History of IT DevelopmentParticipatory MediaEducational Spaces: 1.0 and 2.0Changes in Authority and ContributionConclusionFurther ReadingLearning CommunitiesIntroductionDefining and Locating CommunityWhy Collaboration and Community? The Concept of CommunityCreating an E-learning CommunityPromoting a CommunityConclusionFurther ReadingSociotechnical PerspectivesIntroductionReviewing Social Processes and TechnologyManaging the Social and Technical Mix in E-learningBalancing the Social and TechnicalConclusionFurther ReadingE-learning EcologiesIntroductionThe Ecology of the E-learning EnvironmentPersonal EcologiesConclusionFurther ReadingUbiquitous Learning, Ubiquitous LearnersIntroductionBecoming an Ubiquitous E-learnerWho Is A Ubiquitous E-learner? What Does a Ubiquitous Learner Learn? The Ubiquitous Learner and the Economics of AttentionConclusionFurther ReadingE-inclusion and ExclusionIntroductionDigital DivideDigital SpectrumConclusionFurther ReadingCross-Cultural IssuesIntroductionIssues Arising From Cultural DiversityE-learning Across the GlobePotential Problems with Cross-Cultural Approaches to E-LearningFurther ReadingResearching E-LearningIntroductionGetting Started in E-Learning ResearchE-learning Research DimensionsResearch about and for E-learningNew Forms of Research Formats in the Digital AgeBecoming an E-ResearcherFuture ResearchFrom Research About E-Learning to Research For E-LearningConclusionsFurther ReadingReferences

′Areas such as learning communities, e-learning ecologies and ubiquitous learning are discussed at a conceptual level, which all culminate with purposeful conclusions and indicators for future research′- Paul Dolan, Learning and Teaching Update