Download Cybereducation: The Future of Long-Distance Learning by Larry R. Vandervert, Richard A. Cornell, Larisa V. Shavinina PDF

By Larry R. Vandervert, Richard A. Cornell, Larisa V. Shavinina

Cybereducation combines an exam of old and theoretical frameworks with a sequence of case experiences. In ten tough chapters, specialists in schooling, audiovisuals, internet expertise, and distance studying describe and illustrate the evolution of this new self-discipline as an essential strength for the dissemination and improvement of schooling within the new millennium.

Practical functions of long-distance studying are altering simply as quickly as know-how. Cybereducation tracks and explains fascinating new advances within the box in case you desire a large, daring standpoint at the nature of our on-line world and the place cybereducation is headed.

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Greenwich, C T JAI Press, pp. 287-304. Winner, L. (1995). Who will we be in cyberspace? h~ml#w~~. Wolf, G. (1996,January). The wisdom of saint Marshall, the holy fool. 01, 124-125, 182-186. D. Mass Communications and Center for New Media University of Southern Colorado 2200 Bonfotte Blvd. , 2 Madison Avenue, Lamhmont, NY 10538 3 A PROVOCATIVE VIEW O F HOW ALGORITHMS O F THE HUMAN BRAIN WILL EMBED IN CYBEREDUCATION Larry R. Vandervert In response to recent, unparalleled advances in the quantity and processing efficiency of information in cyberspace, this chapter takes a provocative new look at fundamental principles related to how the human brain will embed in cybereducation.

197-299. Greenwich, CT JAI Press. 23As a theologian, Ellul drew from the dialectical theologyof Kierkegaard and Barth, and as a sociologist, from Marx and Weber (Fasching, 1981, p. x). 15). 17). It is useless tothink that a distinction can be made between technique and its use, says Ellul, for techniques have specific social and psychological cons* quences independent of our desires. There can beno room for moral considerations in their use. "Not even the moral conversionof the technicians could make a difference.

127). 127). Whether one accepts the neutrality of technology depends on one's valuing philosophy-whether one tends toward the pragmatic and situational, or the absolute and authoritarian. " Those who believe the opposite counter with evidence that technology cannot be evaluated in a vacuum. Monsma(1986) argued for the "valueladenness" of technology. He based his premise on two traits that he believed are common to all technological developments: (a) technological objects are unique; they are designed to function in a particular and limited way, and (b)technological objects are intertwined with their environment; they interact in unique ways with the rest of reality.

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