Educational Technology Beyond Content : A New Focus for Learning

Brad Hokanson

ISBN 10: 3030372537 / ISBN 13: 9783030372538

Published by Springer, Berlin, Springer, 2020

About this Item

Druck auf Anfrage Neuware - Printed after ordering - This book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities. It also discusses the false premise that learning is complete when the information is known, not when learners seek more: their own directions, answers, and ideas. The authors assert that the ability to synthesize, solve problems and generate ideas is not based on specific content, although education often focuses solely on teaching content. Further, they state that content can be separated from the learning process and that instructional design and educational technology must be about the skills, habits, and beliefs to be learned.

Seller Inventory # 9783030372538

Bibliographic Details

• Title: Educational Technology Beyond Content : A New Focus for Learning
• Publisher: Springer, Berlin, Springer
• Publication Date: 2020
• Language: English
• ISBN 10: 3030372537
• ISBN 13: 9783030372538
• Binding: Buch
• Condition: Neu
• Dimensions: 243W x 159H x 24D millimeters 243 millimeters width by 159 millimeters height by 24 millimeters depth
• Weight: 656 grams

About this title

Synopsis

This book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities. It also discusses the false premise that learning is complete when the information is known, not when learners seek more: their own directions, answers, and ideas. The authors assert that the ability to synthesize, solve problems and generate ideas is not based on specific content, although education often focuses solely on teaching content. Further, they state that content can be separated from the learning process and that instructional design and educational technology must be about the skills, habits, and beliefs to be learned.