Written to promote e-learning excellence, Digital Discourse outlines and illustrates the effectiveness of computer mediated discourse in teaching and technology-enhanced learning courses. It offers a coherent and effective teaching approach through the use of digital discourses. This approach has proven to be successful in raising student participation and reflection in the learning process. Grounded in pedagogical research conducted through The Institute of Educational Technology at The Open University, this book provides evidence of the mediating role of such discourse in the development of thinking and also in the construction of different communities of practice. It includes further examples in the US that show how e-learning environments provide enriched learning opportunities offered by a dialogic approach. Up-to-date and innovative in its approach, this book focuses on the practical and theoretical aspects of digital discourses, including Aesopic Dialogue or the sharing and telling of stories. It further examines a number of recent developments that exhibit innovation in electronic communication that encourage the learning process; the most recent developments in pedagogical communication tools, such as "BuddySpace" and "BuddyFinder" are discussed together with the role of mobile technologies in support of learning dialogues. Digital Discourse is the perfect resource for those interested in understanding the role of discourse in the promotion of reflective teaching and learning and offers: a selection of examples, action points, activities, tools and resources an insightful perspective into the use of social computing tools such as to social computing tools such as Wiki, blogs, YouTube and MySpace practical advice on how to overcome the initial hurdles that can act as barriers in e-learning environments.

Practicing lecturers, course leaders, designers, staff developers and students will find this book an invaluable resource. It presents new opportunities for the use of technology enhanced discourse learning and sheds light on the true power of discourse thinking in higher education.