A brief critique on the future of learning (Assessing the potential for research)
Recent advances in computer and communications technologies are opening up new opportunities for learning design requiring a thorough (perhaps revolutionary) reappraisal of the goals and purpose of education. The potential of the Internet and the technologies it inspires makes it feasible to not onl...
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| Format: | Book Chapter |
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World Scientific
2006
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| Online Access: | http://www.wspc.com.sg/education/5946.html http://hdl.handle.net/20.500.11937/41114 |
| _version_ | 1848756054978985984 |
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| author | Quinton, Stephen |
| author_facet | Quinton, Stephen |
| author_sort | Quinton, Stephen |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Recent advances in computer and communications technologies are opening up new opportunities for learning design requiring a thorough (perhaps revolutionary) reappraisal of the goals and purpose of education. The potential of the Internet and the technologies it inspires makes it feasible to not only access and manage information in productive and efficient ways, but also to deliver dynamically interactive, personalised solutions tailored to the needs and preferences of all learners. Therefore, it is important to extend our understanding of how computer technologies can enhance student learning whilst providing some insight into the future of learning.If we accept for the moment that graduates are not adequately equipped to cope with current skill requirements, and combine this view with the complexity of devising suitable electronic delivery methods, there is cause for concern as to the capacity of current learning design models to cater for the diverse skill demands of a technologically driven world. Such concern for the future is not new, but certain emerging factors suggest there is merit in constructing advanced learning models that take advantage of the growing sophistication of computer technologies. The challenge will be to harness technological innovations in ways that will assist to deliver high quality learning outcomes relevant to the changing needs of learners. |
| first_indexed | 2025-11-14T09:06:06Z |
| format | Book Chapter |
| id | curtin-20.500.11937-41114 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:06:06Z |
| publishDate | 2006 |
| publisher | World Scientific |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-411142017-01-30T14:48:14Z A brief critique on the future of learning (Assessing the potential for research) Quinton, Stephen personalised learning learning communities cognitive processing tacit knowledge collaborative learning knowledge construction networked communities interactive assessment constructive feedback educational design knowledge structures advanced learning models learning objects game theory contextual relevance intelligent agents learning styles self-directed learning learning environments borderless learning metacognition Educational technology digital libraries human computer interfaces systems thinking Recent advances in computer and communications technologies are opening up new opportunities for learning design requiring a thorough (perhaps revolutionary) reappraisal of the goals and purpose of education. The potential of the Internet and the technologies it inspires makes it feasible to not only access and manage information in productive and efficient ways, but also to deliver dynamically interactive, personalised solutions tailored to the needs and preferences of all learners. Therefore, it is important to extend our understanding of how computer technologies can enhance student learning whilst providing some insight into the future of learning.If we accept for the moment that graduates are not adequately equipped to cope with current skill requirements, and combine this view with the complexity of devising suitable electronic delivery methods, there is cause for concern as to the capacity of current learning design models to cater for the diverse skill demands of a technologically driven world. Such concern for the future is not new, but certain emerging factors suggest there is merit in constructing advanced learning models that take advantage of the growing sophistication of computer technologies. The challenge will be to harness technological innovations in ways that will assist to deliver high quality learning outcomes relevant to the changing needs of learners. 2006 Book Chapter http://hdl.handle.net/20.500.11937/41114 http://www.wspc.com.sg/education/5946.html World Scientific fulltext |
| spellingShingle | personalised learning learning communities cognitive processing tacit knowledge collaborative learning knowledge construction networked communities interactive assessment constructive feedback educational design knowledge structures advanced learning models learning objects game theory contextual relevance intelligent agents learning styles self-directed learning learning environments borderless learning metacognition Educational technology digital libraries human computer interfaces systems thinking Quinton, Stephen A brief critique on the future of learning (Assessing the potential for research) |
| title | A brief critique on the future of learning (Assessing the potential for research) |
| title_full | A brief critique on the future of learning (Assessing the potential for research) |
| title_fullStr | A brief critique on the future of learning (Assessing the potential for research) |
| title_full_unstemmed | A brief critique on the future of learning (Assessing the potential for research) |
| title_short | A brief critique on the future of learning (Assessing the potential for research) |
| title_sort | brief critique on the future of learning (assessing the potential for research) |
| topic | personalised learning learning communities cognitive processing tacit knowledge collaborative learning knowledge construction networked communities interactive assessment constructive feedback educational design knowledge structures advanced learning models learning objects game theory contextual relevance intelligent agents learning styles self-directed learning learning environments borderless learning metacognition Educational technology digital libraries human computer interfaces systems thinking |
| url | http://www.wspc.com.sg/education/5946.html http://hdl.handle.net/20.500.11937/41114 |