Engaging Knowledge: The Inference of Internet Content Development and Its Meaning for Scientific Learning and Researchby Jennifer Cordi
Pub. Date: 02/28/2004
Publisher: Rowman & Littlefield Publishing Group Inc
Because the Internet is inherently dynamic, far-reaching, and interdisciplinary, its usage and application are not compatible with textbooks, other static learning media, or conventional teaching methodologies. As an alternative, the Internet offers the element of discovery learning to students of science unlike any other learning tool. With Engaging Knowledge,… See more details below
Because the Internet is inherently dynamic, far-reaching, and interdisciplinary, its usage and application are not compatible with textbooks, other static learning media, or conventional teaching methodologies. As an alternative, the Internet offers the element of discovery learning to students of science unlike any other learning tool. With Engaging Knowledge, Jennifer Cordi demonstrates ways in which the Internet can be used as a powerful tool for discovery-and problem-based learning through global collaborations, whiteboard technologies, and context-based hypertext. Cordi does not outline detailed examples of discovery and problem-based learning techniques, lessons and exercises; there is already a wealth of information available from other experienced educators on these subjects areas, some of which she references throughout this text. Her intent is not to come across as simply "re-inventing the wheel" when it comes to educational pedagogies and applications. What Cordi sees as new, rather, is the Internet as an unmatched tool for putting the theories that we long thought would work in scientific education into real and effective practice. In addition, she shows that the goals and practices of discovery and problem-based learning are greatly enhanced by Internet technology and that their future development and application cannot be fully achieved outside of an online arena. Engaging Knowledge is meant for students, educators, researchers, and anyone who is interested in life-long learninglearning that extends far beyond the confines of the traditional classrooms or course syllabuses and actively progresses throughout our entire lives. The author offers a new understanding of the structure and function of Internet content and how it might be accessed and used to augment our learning and research methods.
Table of Contents
Part 1 Networks of Thought Part 2 New Media Part 3 License to Learn
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One of the most intriguing pieces of scientific literature I have read in a long time.