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Engaged Learning with Emerging Technologies

von Springer-Verlag GmbH

Gerry Stahl Drexel University, Philadelphia, USA The theme of engaged learning with emerging technology is a timely and important one. This book proclaims the global relevance of the topic and sharpens its focus. I would like to open the book by sketching some of the historical context and dimensions of application, before the chapter authors provide the substance. Engagement with the world - To be human is to be engaged with other people in the world. Yet, there has been a dominant strain of thought, at least in the West, that directs attention primarily to the isolated individual as naked mind. From classical Greece to modern times, engagement in the daily activities of human existence has been denigrated. Plato (340 BC/1941) banished worldly engagement to a realm of shadows, removed from the bright light of ideas, and Descartes (1633/1999) even divorced our minds from our own bodies. It can be suggested that this is a particularly Western tendency, supportive of the emphasis on the individual agent in Christianity and capitalism. But the view of people as originally unengaged has spread around the globe to the point where it is now necessary everywhere to take steps to reinstate engagement through explicit efforts. Perhaps the most systematic effort to rethink the nature of human being in terms of engagement in the world was Heidegger's (1927/1996). He argued that human existence takes place through our concern with other people and things that are meaningful to us.

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Produktbeschreibung

Gerry Stahl Drexel University, Philadelphia, USA The theme of engaged learning with emerging technology is a timely and important one. This book proclaims the global relevance of the topic and sharpens its focus. I would like to open the book by sketching some of the historical context and dimensions of application, before the chapter authors provide the substance. Engagement with the world - To be human is to be engaged with other people in the world. Yet, there has been a dominant strain of thought, at least in the West, that directs attention primarily to the isolated individual as naked mind. From classical Greece to modern times, engagement in the daily activities of human existence has been denigrated. Plato (340 BC/1941) banished worldly engagement to a realm of shadows, removed from the bright light of ideas, and Descartes (1633/1999) even divorced our minds from our own bodies. It can be suggested that this is a particularly Western tendency, supportive of the emphasis on the individual agent in Christianity and capitalism. But the view of people as originally unengaged has spread around the globe to the point where it is now necessary everywhere to take steps to reinstate engagement through explicit efforts. Perhaps the most systematic effort to rethink the nature of human being in terms of engagement in the world was Heidegger's (1927/1996). He argued that human existence takes place through our concern with other people and things that are meaningful to us. 

Inhaltsverzeichnis

Foreword by Gerry Stahl
Preface
About the Contributors
Chapter 1-Modeling for meaningful learning; David H. Jonassen and Johannes Strobel.-
Chapter 2-Engaged learning: Making learning an authentic experience; David Hung, Tan Seng Chee and Koh Thiam Seng.-
Chapter 3-The contributing student: Learners as co-developers of learning resources for reuse in web environments; Betty Collis and Jef Moonen.-
Chapter 4-Situated learning in the process of work; Reinhard Oppermann and Marcus Specht.-
Chapter 5-Education in the knowledge age - Engaging learners through knowledge building; Seng Chee Tan, David Hung and Marlene Scardamalia.-
Chapter 6-Engaging learners through intuitive interfaces; John G Hedberg and Susan Metros.-
Chapter 7-Learning science through online threaded discourse;Allan H.K. Yuen.-
Chapter 8-Engage, empower, enable: Developing a shared vision for technology in education; Geoff Romeo.-
Chapter 9-Engagement with ideas and understanding: An essential for effective learning in the electronic age; Alan Pritchard.-
Chapter 10-Creating ICT-enriched learner-centred environments: Myths, gaps and challenges; Kar Tin Lee.-
Chapter 11-Cybergogy for engaged learning: A framework for creating learner engagement through information and communication technology; Minjuan Wang and Myunghee Kang.-
Chapter 12-Engaging learners through continuous online assessment; Cathy Gunn.-
Index 

Mehr vom Verlag:

Springer-Verlag GmbH

Produktdetails

Medium: Buch
Format: Gebunden
Seiten: XVI, 289
Sprache: Englisch
Erschienen: Januar 2006
Auflage: 2006 ed
Maße: 250 x 165 mm
Gewicht: 680 g
ISBN-10: 140203668X
ISBN-13: 9781402036682

Bestell-Nr.: 1144709 
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P_ABB: XVI, 290 p.
KNOABBVERMERK: 2006. xvi, 290 S. XVI, 289 p.
KNOMITARBEITER: Ed. by D. Hung and Myint S. Khine
Einband: Gebunden
Auflage: 2006 ed
Sprache: Englisch
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