The second edition of this award-winning book continues the mission of its predecessor, to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past quarter century. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. This volume will be of interest to anyone engaged in distance education at either the K-12 or college level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments.
Most six-year-olds can't wait to go to school on that first day in September. It's a sign of coming of age. They get to go to school like the big kids. For an alarmingly large number of these children, however, boredom, anxiety, and fear of learning quickly set in. This happens because societies build schools that achieve much less than they promise, are frustrating for students, and generally fail to help children become adults who can think for themselves. The development of flexible, inquiring minds has rarely been the primary consideration in the design of educational systems. Making students into proper members of society has usually been of much greater concern than developing students who are creative thinkers. Today's schools are organized around yesterday's ideas, needs, and resources. The purpose of this volume is to raise consciousness about the changes needed in the educational system. It is concerned with what is wrong with the educational system and how to improve it. It presents a pragmatic view of what education could be through the use of computer technology -- technology permitting us to pursue the radical notion that children must be allowed to guide their own education because interested learners learn more. Children can and will become voracious learners if they are in charge of their own education. This does not mean letting them play video games all day, but it does mean allowing them to pursue the intellectual goals that interest them, rather than being force-fed knowledge according to someone else's schedule. The school system must face the responsibility of creating learning environments that are so much fun that children cannot wait to get up in the morning and go to school. This volume describes the progress being made at The Institute for the Learning Sciences using computers to provide motivating environments for learning -- environments that enable students to explore new worlds, and learn things by doing them. This technology will allow society to support what is one of the most important parts of a good educational system: the cultivation of individual initiative in students. This text documents the authors' work from the cognitive psychology which underlies it on through to guided tours of a number of the software learning environments they've developed. The CD ROM version of Engines for Education illustrates the types of innovative education software being developed at the Institute for the Learning Sciences at Northwestern University. In addition to providing tours of seven different ILS programs, the CD ROM itself provides an example of a new form of hypermedia system developed at ILS. Containing the complete text of the book with full-text search, the CD ROM enables readers to move fluidly between pages as they would with a traditional book; it also engages the reader through question-answer interactions with the system. Hardware Requirements: Macintosh (not a Macintosh Power PC) with 16M of RAM (13M of free RAM) and a CD ROM Drive. Software Requirements: System 7 (or later version) and Quicktime.
This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems. What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas? The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes: globalising policy and research in education steering education research in national contexts global-local politics of education research. The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy. This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.
Grounded in research and theory, this text for secondary mathematics methods courses provides useful models of how concepts typically found in a secondary mathematics curriculum can be delivered, so that students develop a positive attitude about learning and using mathematics in their daily lives.
The American economy faces two deep problems: expanding innovation and raising the rate of quality job creation. Both have roots in a neglected problem: the resistance of Legacy economic sectors to innovation. While the U.S. has focused its policies on breakthrough innovations to create new economic frontiers like information technology and biotechnology, most of its economy is locked into Legacy sectors defended by technological/ economic/ political/ social paradigms that block competition from disruptive innovations that could challenge their models. Americans like to build technology "covered wagons" and take them "out west" to open new innovation frontiers; we don't head our wagons "back east" to bring innovation to our Legacy sectors. By failing to do so, the economy misses a major opportunity for innovation, which is the bedrock of U.S. competitiveness and its standard of living. Technological Innovation in Legacy Sectors uses a new, unifying conceptual framework to identify the shared features underlying structural obstacles to innovation in major Legacy sectors: energy, air and auto transport, the electric power grid, buildings, manufacturing, agriculture, health care delivery and higher education, and develops approaches to understand and transform them. It finds both strengths and obstacles to innovation in the national innovation environments - a new concept that combines the innovation system and the broader innovation context - for a group of Asian and European economies. Manufacturing is a major Legacy sector that presents a particular challenge because it is a critical stage in the innovation process. By increasingly offshoring production, the U.S. is losing important parts of its innovation capacity. "Innovate here, produce here," where the U.S. took all the gains of its strong innovation system at every stage, is being replaced by "innovate here, produce there," which threatens to lead to "produce there, innovate there." To bring innovation to Legacy sectors, authors William Bonvillian and Charles Weiss recommend that policymakers focus on all stages of innovation from research through implementation. They should fill institutional gaps in the innovation system and take measures to address structural obstacles to needed disruptive innovations. In the specific case of advanced manufacturing, the production ecosystem can be recreated to reverse "jobless innovation" and add manufacturing-led innovation to the U.S.'s still-strong, research-oriented innovation system.