Learning in Information-Rich Environments

Learning in Information-Rich Environments

Author: Delia Neuman

Publisher: Springer Science & Business Media

ISBN: 9781441905796

Category: Education

Page: 141

View: 590

The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. Phrases like “the information revolution”, “the information (or knowledge) society”, and “the knowledge economy” underscore the truism that our society has been transformed by virtually instantaneous access to virtually unlimited information. Thomas Friedman tells us that “The World Is Flat” and that we must devise new political and economic understandings based on the ceaseless communication of information from all corners of the world. The Bush administration tells us that information relating to the “war on terrorism” is so critical that we must allow new kinds of surveillance to keep society safe. Teenage subscribers to social-computing networks not only access information but enter text and video images and publish them widely—becoming the first adolescents in history to be creators as well as consumers of vast quantities of information. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. In fact, a good deal has been written over the last several decades about how education as a whole must transform its structure and curriculum to accommodate the possibilities offered by new technologies. Far less has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This book explores these questions and suggests some tentative answers. Drawing from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The book is grounded in the work of such key figures in learning theory as Bransford and Anderson & Krathwohl. It draws on such theorists of instructional design as Gagne, Mayer, and Merrill. From information studies, it uses ideas from Buckland, Marchionini, and Wilson (who is known for his pioneering work in “information behavior”—that is, the full range of information seeking and use). The book breaks new ground in bringing together ideas that have run in parallel for years but whose relationship has not been fully explored.
Learning in Information-Rich Environments
Language: en
Pages: 141
Authors: Delia Neuman
Categories: Education
Type: BOOK - Published: 2011-03-31 - Publisher: Springer Science & Business Media

The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. Phrases like “the information revolution”, “the information (or knowledge) society”, and “the knowledge economy” underscore the truism that our society has been transformed by virtually instantaneous access to virtually unlimited information. Thomas Friedman tells us
Learning and Libraries in an Information Age
Language: en
Pages: 375
Authors: editor Barbara K Stripling
Categories: Education
Type: BOOK - Published: 1999 - Publisher: Libraries Unlimited

Explores the structure and theory behind the learning-centered library and its focus on information literacy, and examines implementation strategies, learning methods, planning, and community involvement.
Measuring and Visualizing Learning in the Information-Rich Classroom
Language: en
Pages: 262
Authors: Peter Reimann, Susan Bull, Michael Kickmeier-Rust, Ravi Vatrapu, Barbara Wasson
Categories: Education
Type: BOOK - Published: 2015-11-19 - Publisher: Routledge

Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching
Learning in Information-Rich Environments
Language: en
Pages: 217
Authors: Delia Neuman, Mary Jean Tecce DeCarlo, Vera J. Lee, Stacey Greenwell, Allen Grant
Categories: Education
Type: BOOK - Published: 2019-12-31 - Publisher: Springer Nature

The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however,
Human Interface and the Management of Information. Information-Rich and Intelligent Environments
Language: en
Pages: 495
Authors: Sakae Yamamoto, Hirohiko Mori
Categories: Computers
Type: BOOK - Published: 2021-07-03 - Publisher: Springer Nature

The two-volume set LNCS 12765-12766 constitutes the refereed proceedings of the thematic area Human Interface and the Management of Information, HIMI 2021, which was held as part of HCI International 2021 and took place virtually during July 24-29, 2021. The total of 1276 papers and 241 posters included in the