Accepted Papers

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

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

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

Debbie Holley, London Metropolitan University

Martin Oliver, London Knowledge Lab
Institute of Education

The Sudeley Paradox: Changing Models of Scholarly Discourse

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


Colleen McKenna, University College London

Claire McAvinia, National University of Maynooth

Structure, authority and other noncepts: teaching in fool-ish spaces

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

Karim Remtulla,
University of Toronto

Lurking on the threshold: being learners in silent spaces

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

Loch Lomond

updated 30 March 2007