Engaging Knowledge: The Inference of Internet Content Development and Its Meaning for Scientific Learning and Research

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R&L Education, 2004 - Computers - 122 pages
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Because the Internet is inherently dynamic, far-reaching, and interdisciplinary, its usage and application are not compatible with textbooks, other static learning media, or conventional teaching methodologies. As an alternative, the Internet offers the element of discovery learning to students of science unlike any other learning tool. With Engaging Knowledge, Jennifer Cordi demonstrates ways in which the Internet can be used as a powerful tool for discovery-and problem-based learning through global collaborations, whiteboard technologies, and context-based hypertext. Cordi does not outline detailed examples of discovery and problem-based learning techniques, lessons and exercises; there is already a wealth of information available from other experienced educators on these subjects areas, some of which she references throughout this text. Her intent is not to come across as simply "re-inventing the wheel" when it comes to educational pedagogies and applications. What Cordi sees as new, rather, is the Internet as an unmatched tool for putting the theories that we long thought would work in scientific education into real and effective practice. In addition, she shows that the goals and practices of discovery and problem-based learning are greatly enhanced by Internet technology and that their future development and application cannot be fully achieved outside of an online arena. Engaging Knowledge is meant for students, educators, researchers, and anyone who is interested in life-long learning learning that extends far beyond the confines of the traditional classrooms or course syllabuses and actively progresses throughout our entire lives. The author offers a new understanding of the structure and function of Internet content and how it might be accessed and used to augment our learning and research methods."
 

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Contents

Pioneers of a New Frontier
3
Dynamic Content
13
Limitations of Reductionism
25
FarReaching Capabilities
43
Out with the Old In with the New
55
The New Standard of Learning
73
Future Learning Facilitators
89
New Horizons
103
Epilogue
111
References and Additional Resources
113
Index
119
About the Author
122
Copyright

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About the author (2004)

Jennifer Cordi teaches high school science and college-level biology courses at Bard High School Early College in Manhattan, a new venture between Bard College and the New York City Board of Education. She has spent several semesters collaborating with other teachers and science professionals from various New York City high schools, Bard College, and Rockefeller University on a Fund for the Improvement of Secondary Education (FIPSE) project, focusing on the creation of an innovation 9th-10th grade science curriculum that implements an interdisciplinary, biological, and physical approach to scientific learning. In addition, Cordi is actively involved in the design and development of the college-degree science curriculum at Bard High School Early College.

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