By William H. Dutton, Brian D. Loader
This e-book responds to an ever-increasing name from educators, coverage makers, reporters, mom and dad and the general public at huge for research that cuts during the hype surrounding the knowledge revolution to handle key matters linked to new media in better schooling and studying. This assortment is of worth to those that are searching for a serious, non-commercial exposition of either the large possibilities and demanding situations for better schooling which are tied to using new details and communique applied sciences (ICTs) within the improvement of distance schooling and dispensed studying. The chapters are written via prime exponents, practitioners and researchers from quite a few disciplinary views and the gathering as an entire spans nationwide obstacles and reaches past the examine neighborhood to narrate to problems with coverage and perform.
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Additional info for Digital Academe: New Media in Higher Education and Learning
This communication support is also of value to institutional networking. Teachers, students and administrators can use e-mail or other ICTs to network with other schools for sharing ideas and coordinating joint events, projects, speakers or other resources. In higher education, inter-library loan and similar co-operative agreements on resource sharing are being facilitated and enlarged by electronic Introduction 11 networking. As Philip Agre (Chapter Eleven) argues, many of the most important networks among researchers are remote rather than resident at one’s university, making the Internet a particularly critical tool for collaboration, but also reconfiguring with whom one is likely to collaborate.
3 10 William H. Dutton and Brian D. Loader ICTs support an expanding variety of models, simulations and games that permit students to discover how a process works, instead of only reading about it (Gell and Cochrane, 1996; Schroeder, 1996). For example, flight simulators have been used in VR environments to train pilots. 5 An exploding variety of other models and simulations coming onto the market can be applied to education and learning. Alfred Bork (see Chapter Nine) pushes this vision further – seeing computers as a means for simulating electronically more traditional and effective forms of tutorial education, which he sees as superior to traditional one-to-many lecture formats that, he argues, characterize most uses of the Web in higher education.
Without a new paradigm, educators are likely to use ICTs to do things the way they have always been done, but with new and more expensive equipment. For example, many lecturers use a PC with presentation software as a high-powered overhead or 35 mm slide projector. New teaching processes can evolve, such as when teachers begin to make their presentations accessible on the Web for students to review. However, the realization that many businesses were simply emulating traditional practices with new equipment was one impetus behind Business Process Re-engineering (Dutton, 1999: 127–34).
Digital Academe: New Media in Higher Education and Learning by William H. Dutton, Brian D. Loader