Enormous changes are taking place regarding how people learn. The introduction of new technologies and in particular the resulting possibilities for our virtual presence in virtual spaces, highlights some comparatively neglected aspects of learning. This book seeks to redress the balance by presenting a collection of papers, which view learners as embodied actors in both real and virtual spaces. The authors look at the relationship between space, identity and learning and how it is changing as we move into the `information age'.
Introduction - Carrie Paechter Learning, Technology and Education Reform in the Knowledge Age or, `We're Wired, Webbed and Windowed,Now What?' - Bernie Trilling and Paul Hood Situated View of Learning - David Scott Autism - Therese Jolliffe, Richard Lansdown and Clive Robinson A Personal Account Children's Idiomatic Expressions of Cultural Knowledge - Akosua Obuo Addo Through the Lens of Learning - Stephen Brookfield How the Visceral Experience of Learning Reframes Teaching Personal Thinking - Seymour Papert The Classroom Environment - Chris Comber and Debbie Wall A Framework for Learning ICT and the Nature of Learning - Peter Twining Implications for the Design of a Distance Education Course Online Learning in a Sociocultural Context - Mark Warschauer Kaleidoscope People - Soraya Shah Locating the 'Subject' of Pedagogic Discourse Records of Achievement - Roger Harrison Tracing the Contours of Learner Identity Disciplining Bodies - Jennifer M Gore On Continuity of Power Relations in Pedagogy