The Future of Learning Institutions in a Digital Age
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- ISBN13: 9780262513593
- Condition: NEW
- Notes: Brand New from Publisher. No Remainder Mark.
Product Description
In this report, Cathy Davidson and David Theo Goldberg focus on the potential for shared and interactive learning made possible by the Internet. They argue that the single most vital characteristic of the Internet is its capacity for world-wide community and the limitless exchange of thoughts. The Internet brings about a way of learning that is not new or revolutionary but is now the norm for today’s graduating high school and college classes. It is for this reason that Davidson and Goldberg call on us to examine potential new models of digital learning and rethink our virtually enabled and enhanced learning institutions.
This report is available in a free digital edition on the MIT Press website at http://mitpress.mit.edu/9780262513593.
John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
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The “Digital Age” that we live in has been the theme of many (too many?) books, articles, essays and blogs in recent times. Everyone who has not lived in a cave in the last few years realizes that the pace of technological advancement is increasing, and many of the traditional forms of communicating, effective and shopping are continuously being redefined. Despite all of this, the role and the form of privileged education have hardly changed, aside from PowerPoint presentations replacing most writing-on-a-blackboard styled ones. On the additional hand, it is unclear whether any of these new technologies do in fact aid the learning process. As a name who has implemented many of these trends in college classes that I had taught, I have to admit that the jury is still out on the actual impact that the new digital technologies can have on students.
This fleeting book raises many appealing points and it provides references to several novel learning and publishing tools that I will be pleased to try out. The book itself was written using some of persons tools in a very collaborative process. It provides a prescription for implementing many of these tools and techniques in academia. But, it is not clear to me what exactly would the implementation of persons tools and teaching techniques accomplish. In fact, there is very small hard analysis in this book that one can find in most social-science publications. Overall, this book provides more starting points for further consideration than actionable thoughts for further development of privileged education. It is a worthwhile read if one doesn’t expect too much.
Reader’s Rating: 4 / 5