Educational Technology Beyond Content : A New Focus for Learning

Brad Hokanson

ISBN 10: 3030372537 / ISBN 13: 9783030372538

Edité par Springer, Berlin, Springer, 2020

A propos de cet article

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.

N° de réf. du vendeur 9783030372538

Détails bibliographiques

• Titre: Educational Technology Beyond Content : A New Focus for Learning
• Éditeur: Springer, Berlin, Springer
• Date de parution: 2020
• Langue: anglais
• ISBN à 10 chiffres: 3030372537
• ISBN à 13 chiffres: 9783030372538
• Reliure: Buch
• État de l'article: Neu
• Dimensions: 243 L x 159 H x 24 P (en millimètres) 243 millimètres de largeur par 159 millimètres de hauteur par 24 millimètres de profondeur
• Poids: 656 grammes

A propos de ce titre

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.