Integrated and Holistic Perspectives on Learning, Instruction and Technology | Understanding Complexity

T. M. Anderson (u. a.)

ISBN 10: 9048156122 / ISBN 13: 9789048156122

Published by Springer, 2010

About this Item

Integrated and Holistic Perspectives on Learning, Instruction and Technology | Understanding Complexity | T. M. Anderson (u. a.) | Taschenbuch | xxviii | Englisch | 2010 | Springer | EAN 9789048156122 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Seller Inventory # 107245902

Bibliographic Details

• Title: Integrated and Holistic Perspectives on Learning, Instruction and Technology | Understanding Complexity
• Publisher: Springer
• Publication Date: 2010
• Language: English
• ISBN 10: 9048156122
• ISBN 13: 9789048156122
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 235W x 155H x 17D millimeters 235 millimeters width by 155 millimeters height by 17 millimeters depth
• Weight: 458 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.