The implicit assumption of these studies, and all interpretations of flow, is that self reports can adequately describe the content of flow. Therefore, no analysis is necessary or valuable regarding the linguistic content of such self-reports. Furthermore, there was implicitly no need to investigate how non conscious information may also parallel flow experiences, and how such information may be mediated by neurological (attentive alertness), somatic (relaxation), and perceptual (demand/skill match) representations that dynamically change in time.
cybernetic takeover might mean a redefinition of "teacher" as a research
assistant or intellectual coach,
Just as the Internet replaced telephone operators and the nightly news anchor
as the default source of information, teachers may be next on the chopping
block. Automated learning is a cheap solution to recession-swelling
class sizes and renewed calls to make technological innovation a centerpiece
of education.
“Students who took all or part of their class online performed better, on
average, than those taking the same course through traditional face-to-face
instruction.”
Unlike one-size-fits-all lectures, the report finds that computers can custom
tailor the pace of learning to each individual student.
Department of Education found that online learners spend more time learning and on
task.
The lure of video games and other mindless online activity quickly eclipse the
fleeting intrigue of scientific exploration.
Professors Barbour and Reeves find that they still favor students with “independent
orientations towards learning, [who are] highly motivated by intrinsic sources,
and [who] have strong time management, literacy, and technology skills.”
"Just as the Internet replaced telephone operators and the nightly news anchor as the default source of information, teachers may be next on the chopping block. Automated learning is a cheap solution to recession-swellingbclass sizes and renewed calls to make technological innovation a centerpiece of education."
This report focuses on identifying and overcoming the barriers associated with current site blocking
practices in schools with regards to Web 2.0 services such as social networking, video sharing, blogs
and wikis and popular sites such as YouTube, Facebook and Wikipedia.