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This final ICE symposium invited papers around the broad theme of ‘digital difference’. ‘Cyberspace’ seems now to be a term belonging to an earlier era of internet thinking, one in which the separateness of the digital was its main determining feature. In the contexts of higher education, is it still helpful (was it ever helpful?) for us to think of technologies for learning as offering a space of radical difference from the realities, materialities and orthodoxies of conventional practice? As with previous ICE events, we requested contributions which offered any combination of conceptual, critical, empirical, theoretical or experimental work, that related in some way to the symposium’s key theme.
The accepted papers explore, extend, challenge or affirm this question of digital difference. The questions suggested here offer just some starting points for participants to be considering. They are posted as a wiki in a way which we hope might lure both participants and presenters to extend, amend and improve them.
Previous symposia have resulted in the publication of a book – Ideas in Cyberspace Education (2004) and a special double issue of the journal E-learning. Similar routes for publication will be pursued for papers resulting from this final ICE.
The following papers were accepted, and the abstracts are linked from the titles:
Logos and Mythos: The dilemma of learning technology provision in an accreditation-driven educational environment |
Michael Begg, Rachel Ellaway, David Dewhurst, Hamish Macleod,
University of Edinburgh |
Beyond Difference: Reconfiguring Education for the User-Led Age
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Axel Bruns,
Queensland University of Technology |
Smells Like Teen Spirit: Generation CX |
John Cook,
London Metropolitan University |
Role of Emotion in Online Learning and Knowledge Production
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Debra Ferreday and Vivien Hodgson,
Lancaster University |
How the earth moved: the significance of difference for realising transformative learning in an online course on global citizenship |
Anne Hewling,
The Open University
Leah P. Macfadyen,
The University of British Columbia |
Negotiating the digital divide: narratives from the haves and the have-nots
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Debbie Holley, London Metropolitan University
Martin Oliver, London Knowledge Lab
Institute of Education |
The Sudeley Paradox: Changing Models of Scholarly Discourse
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Bruce Douglas Ingraham,
University of Teesside
Gráinne Conole, The Open University
Chris Jones, The Open University
George Roberts, Oxford Brookes University |
Difference and discontinuity - making meaning through hypertexts
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Colleen McKenna, University College London
Claire McAvinia, National University of Maynooth
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Structure, authority and other noncepts: teaching in fool-ish spaces
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Hamish Macleod and Jen Ross, University of Edinburgh |
The internet and learning: From cyberspace to cyborgs in hyper-reality |
Andrew Ravenscroft, London Metropolitan University |
E-learning, Constructivism, and the Disappearance of Difference
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Karim Remtulla,
University of Toronto |
Lurking on the threshold: being learners in silent spaces
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Maggi Savin-Baden, Christine Sinclair; Christine Chambers and Second Wind |
The Purloined Email in the Haunted University: tracing the constitution of the Academic as Subject within the digital symbolic |
Cate Thomas, Kingston University |
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