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The "Learning 2010" project began with the question of the implications of technology for teaching and learning in Great Britain. Participants at expert seminars narrowed the focus to identify scenarios for how teaching and learning will develop in the next 10 years. Six key themes emerged. The theme of multimedia highlighted computers and the CD-ROMs, simulators, and virtual environments they brought in their wake; computer modeling that stimulates creative thought; and rapidly improving graphics capabilities, simulators, and virtual environments that could replace textbooks and provide a much richer learning experience. The theme of online learning addressed search engines capable of making requests on their own; the Internet as facilitating expression of ideas; and distance education. The theme of communication and access focused on the fear that without access for all, increasing reliance on the Internet may accelerate social exclusion and disadvantage. As for the theme of creativity and the learning process, computer technology was seen as presenting the possibility of learning with computers in a way that mimics the thought process and turns it into a journey of discovery. The theme of the role of the teacher addressed the changed teacher-student relationship. The theme of learning for work focused on course choice, newly created professions, and better linkage to employers and needs of the economy. (YLB)

Descriptors: Access to Education, Adult Education, Communications, Computer Science, Computers, Creativity, Developed Nations, Distance Education, Education Work Relationship, Educational Technology, Educational Trends, Foreign Countries, Futures (of Society), Information Technology, Multimedia Materials, Online Systems, Teacher Role, Teacher Student Relationship, Technological Advancement, Vocational Education

Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom, Tel: 020 7840 5302/4, Fax: 020 7840 5401, E-mail: publications[at]feda.ac.uk, Web site: http://www.feda.ac.uk.









Autor: Caseley, Clive

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8186&id=ED447315



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