Learning In a Networked Society

Spontaneous and Designed Technology Enhanced Learning Communities

  • Yael Kali
  • Ayelet Baram-Tsabari
  • Amit M. Schejter

Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 17)

Table of contents

  1. Front Matter
    Pages i-x
  2. Learning in a Networked Society

    1. Front Matter
      Pages 23-23
    2. Daphne R. Raban, Dorit Geifman
      Pages 39-54
  3. From Spontaneous to Designed TEL Communities

    1. Front Matter
      Pages 55-55
    2. Ayelet Baram-Tsabari, Amit M. Schejter
      Pages 79-95
    3. Ornit Sagy, Yaela Naomi Golumbic, Hava Ben-Horin Abramsky, Maya Benichou, Osnat Atias, Hana Manor Braham et al.
      Pages 97-115
    4. Adi Kidron, Noam Tirosh, Yael Kali, Amit M. Schejter
      Pages 117-136
  4. From Designed to Spontaneous TEL Communities

    1. Front Matter
      Pages 137-137
    2. Yoni Har Carmel, Shai Olsher, Niva Elkin-Koren, Michal Yerushalmy
      Pages 177-199
    3. Yotam Hod, Keren Aridor, Dani Ben-Zvi, Carmit Pion, Patrice L. Weiss, Oren Zuckerman
      Pages 201-220
  5. Commentary and Future Directions

  6. Back Matter
    Pages 257-263

About this book


One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today’s information-based networked society.


Learning in a networked society Technology-enhances learning communities Information & knowledge research New media, public engagement, and science Democracy, communication, and education in the 21st century Designed to spontaneous TEL communities Spontaneous to designed TEL communities Networked learning analytics E-textbooks challenging pedagogy, law, and policy Future learning spaces ICTs in religious communities Domestic integration of new media LINKS policy implications School-society digital disconnect

Editors and affiliations

  • Yael Kali
    • 1
  • Ayelet Baram-Tsabari
    • 2
  • Amit M. Schejter
    • 3
  1. 1.Department of Learning, Instruction, and Teacher EducationUniversity of HaifaMount CarmelIsrael
  2. 2.Faculty of Education in Science and TechnologyTechnion – Israel Institute of TechnologyHaifaIsrael
  3. 3.Department of Communication Studies, Donald P. Bellisario College of Communications, State College, PA, USABen-Gurion University of the Negev, The Pennsylvania State UniversityBeer ShevaIsrael

Bibliographic information