Educational Technology Beyond Content : A New Focus for Learning

Brad Hokanson

ISBN 10: 3030372537 / ISBN 13: 9783030372538

Editore: Springer, Berlin, Springer, 2020

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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.

Codice articolo 9783030372538

Dati bibliografici

• Titolo: Educational Technology Beyond Content : A New Focus for Learning
• Editore: Springer, Berlin, Springer
• Data di pubblicazione: 2020
• Lingua: Inglese
• ISBN 10: 3030372537
• ISBN 13: 9783030372538
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 243 L x 159 A x 24 P (millimetri) 243 millimetri di larghezza per 159 millimetri di altezza per 24 millimetri di profondità
• Peso: 656 grammi

Descrizione articolo

Riassunto

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.

 

Dalla quarta di copertina

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.