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.
Read or Download Cybereducation: The Future of Long-Distance Learning PDF
Best education & reference books
A proof of the technology of numbers and area, with basic demonstrations of mathematics, algebra, trigonometry, arithmetic in track and artwork, and together with a few methods and video games utilizing numbers.
- Milton and the People
- Sue Threw the Goop Through the Hoop
- Reading and Learning from Informational Text
- Keeping Children Safe In Traffic
Extra resources for Cybereducation: The Future of Long-Distance Learning
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.