Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/851
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dc.contributor.authorPrudent, Mirlanda E.
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:43:01Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:43:01Z-
dc.date.issued2018-07
dc.identifier.citationPrudent, M. E. (2018). Using Multiple Perspectives to Study Identity Development in Digital Environments. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1773
dc.identifier.urihttps://repository.isls.org//handle/1/851-
dc.description.abstractWithin the field of identity research, our understanding of the interplay between digital technology, identity, and learning has been impeded by differences in vocabulary. This paper reviews two main theories and proposes a new integrated model of identity development that uses measurable constructs in place of discrepant terminology for similar concepts. This model has the potential to further enrich our understanding of identity and the ways we can improve the designs of digital learning environments.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleUsing Multiple Perspectives to Study Identity Development in Digital Environmentsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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