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Kev Harland

elearnspace › Changing Schools, Changing Knowledge: The Agenda - 6 views

www.elearnspace.org/...-changing-knowledge-the-agenda

week10b H800 MOOC education OER web 2.0

shared by Kev Harland on 12 Apr 14 - No Cached
  • Kev Harland on 12 Apr 14
     
    Video: How changing knowledge needs and structures are influencing the development of new learning systems and models Discusses constructivism and the diminished relevance of the teacher and their recommended texts/learning materials.
Kev Harland

G140: Separating information and structure from presentation to enable different presen... - 2 views

www.w3.org/...G140.html

structure information presentation techniques web 2.0 design mobile responsive design'

shared by Kev Harland on 19 May 14 - No Cached
  • Kev Harland on 19 May 14
     
    Allowing content to be read on any mobile device. 
Kev Harland

Of mind and media: EBSCOhost - 1 views

eds.b.ebscohost.com.libezproxy.open.ac.uk/...detail

forms of representation H800

shared by Kev Harland on 05 Apr 14 - No Cached
  • different forms of representation have what philosophers call different fields of reference.
  • even when different symbolic forms of representation address the same field of reference, conveying (what appears to be) the same information
  • strongly colored by the knowledge structures ("schemata") we already possess
  • ...10 more annotations...
  • much may depend on the richness and organization of the knowledge schemata one brings to bear on the incoming information
  • affect meanings is a matter of balance between them and the richness of one's schemata
  • the convergence of findings supports the conclusion that different symbolic forms of representation require different symbolic capacities
  • basic symbolic forms of representation--language, number, spatial relations, movement, pitch
  • The seven intelligences he describes (linguistic, musical, logical/mathematical, spatial, bodily/kinesthetic, intrapersonal, and interpersonal)
  • different symbolic forms of representation are processed by different sets of mental skills and capacities
  • hildren do not expend much mental effort on a televised story, even when it is quite poetic and requires effort
  • Thus they learn far less from it than from an equivalent story in print.
  • Where or when television is perceived as a serious medium
  • They also seem to be gradually changing the meaning of "knowledge," from something that is possessed to something to which we have access
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