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学会成为网络公民

时间:2015-05-15 09:56来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
学会成为网络空间公民
 
绝大多数研究者赞成以知识为基础型的社会发展将在生产,分配和交换信息过程中带来基本的改变,几乎每一种社会文化制度都将会以某种方式改变,但却不会超越教育(内格罗蓬特1995,奥本海默1997,史蒂芬逊1997,尤派迪斯1997)这是因为,相比任何其他的社会制度,教育从根本上对知识,信息和交流来说更重要,更基础。虽然它一定得利用材料工具,有时影响物质产品的生产结果,这些都是对教育的基本过程起一些辅助作用,人们用知识造就了更多的知识型人才。
 
因此,寻求对教育改造使其尽可能独立于地理位置和物理空间的相当大的支持这并不足为奇,如果教育不要求一个特定的空间位置和构造,那么它就能从任何地方传递到任何地方。这也会引起一些争议,在每一个层次转变教育的基础设施,特别是在高等教育的水平上。
 
Learning to be a Citizen of Cyberspace 
 
Most researchers agree that the growth of a knowledge-based society will bring about fundamental changes in the production, distribution and exchange of information and that most every social and cultural institution will be changed in some way, but none more than education (Negroponte, 1995; Oppenheimer, 1997; Stevenson, 1997; Upitis, 1997). This is because, more than any other social institution, education is fundamentally about knowledge, information, and communication. Although it certainly makes use of material tools and sometimes results in the production of material goods, these are ancillary to the fundamental process of education: people use knowledge to create more knowledgable people. 
 
It is therefore not surprising to find considerable support for transforming education so that it is as fully independent as possible from geographic location and physical space. If education does not require a specific spatial location or a building then it can be delivered from anywhere to anywhere. This will, some argue, transform the fundamental infrastructure of education at every level, starting particularly at the post-secondary level, and will fundamentally erode local community, or even national control over education. The development of on-line courses, libraries and other information resources, and the marketing of distant or on-line education by businesses and schools eager to profit from opportunities to expand their horizons, are the beginning of what some see as a revolution in learning. (Veccia, 1998; Wilson, 1997) 
 
In addition to overcoming geographical constraints on the delivery of education, new technologies promise to expand the basic nature of education. In quantitative terms, computer communication is opening up vast new sources of information and learning by enabling on-line access that frees schools from complete dependence on paper delivery. Associated with this is the ability to link written with audio and visual material that can enrich the full range of the learner’s senses. The technology also creates a qualitative expansion in the means of education by taking a process rooted in the one-way delivery of knowledge and making it more participatory and reciprocal. Education moves from an emphasis on transmitting information to the active creation of knowledge. Moreover, according to this view, computer communication takes a system of learning based in narrow linear, narrative forms, and opens it up to a wide range of non-linear, exploratory processes that allow the learner to make full use of his or her own multiple cognitive maps. As a result students mutually constitute their learning environments, all of which grow in the learning process. (OECD, 1997: p.120; Veccia, 1998; Wilson, 1997) (责任编辑:BUG)


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