The accelerating technological transformation in learn- ing has necessitated an ability to search and differentiate among the one billion web pages, libraries, databases, books, newspapers, magazines, radio and television stations, and opinion columns available online. This volume focuses on the normative challenges that the current technological transformation presents to all professionals engaged in higher education. Part I concentrates on the current social and technological trends. David Snyder presents an outline of technologies that have made open knowledge systems possible. Majid Tehranian argues that the new technological environment has made learning to seek out information more possible than ever before. Robert Fuller calls for an egalitarian rather than hierarchical approach to communication systems. Harlan Cleveland proposes integrative learning, broad thinking, and globally aware citizenship through "education for wisdom." Part II focuses on problems of governance and finance in the new technological environment. John Hinchcliff takes up the problem of values and argues for the maintenance of traditional altruistic rather than Promethean goals. Karou Yamaguchi comes to the problem of the futures with the tools of system dynamics. William Bergquist calls for a reorganization of higher education to meet the needs for creation, transfer, and inculcation of knowledge and skills. Hamid Shirvani calls for the core values of transparency, integrity, open communication, and dignitarian approach as the guideposts in educational leadership. Walter Truett Anderson concludes by attempting to bring the complex technological, social, economic, and political variables into a holistic approach for the management of higher education. In 2005, at the Universities of the Future Conference, participants were asked to envision the future of higher education. Part III, presents their visions.

In Learning to Look Lesley Clement traces the evolution of Mavis Gallant's visually evocative style through five decades of her short fictional works. Gallant explores the boundaries between visible and invisible worlds as the lines, shapes, and colours suggested by her allusions, analogies, and structures challenge us as readers.

This book constitutes the refereed proceedings of the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012. The 26 revised full papers presented were carefully reviewed and selected from 130 submissions. The book also includes 12 short papers, 16 demonstration papers, 11 poster papers, and 1 invited paper. Specifically, the programme and organizing structure was formed through the themes: mobile learning and context; serious and educational games; collaborative learning; organisational and workplace learning; learning analytics and retrieval; personalised and adaptive learning; learning environments; academic learning and context; and, learning facilitation by semantic means.

This companion text to the author's Learning to Look at Paintings addresses some of the questions most commonly asked about modern art, covering key movements of the modern and postmodern periods in a richly illustrated and engaging volume.

This accessible guide to the study and appraisal of paintings shows how you can learn to look at and understand an image by analysing how it works, what its pictorial elements are and how they relate to each other.

This book looks at the progress of American education in the use of technology since the publication of Stallard and Cocker's last book, The Promise of Technology in Schools: The Next Twenty Years. Fifteen years after its publication, they find little significant difference in the way K-12 schools are using technology to improve student achievement. Education Technology and the Failure of American Schools offers a broad and penetrating look at the American educational system to determine why progress is so lacking. What is found is a system that has far outlived its functionality in terms of governance, organization, and professional practices. American schools are compared to those of nations whose students regularly outperform them on international tests of achievement. The authors offer a bold approach to educational reform that will irritate many who now consider themselves educational leaders. The final chapter makes offers a new approach to education in the primary grades, one that will surprise those lobbying for more computers for those early learning years. This is a must-read for anyone concerned about American education. The contributors of this book: Offer clear examples of what is missing in the average school experience Explain why teaching and school administration are not true professions Discuss levels of failure from the federal level to the local school administration Describe how the present system came into being Compare educational reform efforts with those in actual professions Explain the basic misapplication of technology in the present system

The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.

Slow Looking can lead to unexpected and huge rewards. In Book One - Learning to Look Robert Cumming shares his own slow discovery of the pleasures of looking and aesthetic experience, and in so doing encourages you to explore art through your own eyes. He takes you to Madrid to explore Velazquez's Las Meninas, travels with you to Cortona in Tuscany to look at a Fra Angelico altarpiece, takes you to St Petersburg to immerse yourself in Canaletto's Venice, and examines with you the minute details of a Jackson Pollock in New York. You will have your eyes truly opened by this artistic odyssey with Robert as your fellow traveller. With illustrations by the artist Gino Ballantyne, Slow Looking - Book One is the start of an eye-opening adventure. In Book Two - Continuing to Look Robert and Gino continue the journey by casting fresh eyes on the Mona Lisa and paintings by Brueghel, Matisse, Turner, Constable, Poussin and Manet. Book Three - Seeing is Believing concludes with Rembrandt, Picasso, Rubens, Degas, Sir Luke Fildes and Bridget Riley.

This book examines the acquisition of requests in English by a seven- year-old Japanese girl during her 17-month residence in Australia. The study focuses on the linguistic repertoire available to the child as she attempts to make requests and vary these to suit different goals and addressees. This book helps unravel features of pragmatic development in the child's interlanguage, a subject about which we yet know very little.