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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010262035 | LB1028.3 D275 2010 | Open Access Book | Book | Searching... |
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Summary
Summary
How traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites.
Over the past two decades, the way we learn has changed dramatically. We have new sources of information and new ways to exchange and to interact with information. But our schools and the way we teach have remained largely the same for years, even centuries. What happens to traditional educational institutions when learning also takes place on a vast range of Internet sites, from Pokemon Web pages to Wikipedia? This report investigates how traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites. The authors propose an alternative definition of "institution" as a "mobilizing network"--emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change--and explore the implications for higher education. The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft of the book was hosted on a Web site for collaborative feedback and writing. The authors use this experiment in participatory writing as a test case for virtual institutions, learning institutions, and a new form of collaborative authorship. The finished version is still posted and open for comment. This book is the full-length report of the project, which was summarized in an earlier MacArthur volume, The Future of Learning Institutions in a Digital Age .
Author Notes
Cathy N. Davidson is John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies and Ruth F. Devarney Professor of English at Duke University. David Theo Goldberg is Director of the University of California Humanities Research Institute, the University of California's system-wide research facility for the human sciences and theoretical research in the arts. He also holds faculty appointments as Professor of Comparative Literature and of Criminology, Law, and Society at the University of California, Irvine, where he is a Fellow of the UCI Critical Theory Institute.
Table of Contents
Series Foreword | p. ix |
Preface | p. xi |
Contributors | p. xvii |
1 Introduction and Overview | p. 1 |
The Future of Learning Institutions in a Digital Age | |
2 Customized and Participatory Learning | p. 21 |
3 Our Digital Age | p. 49 |
Implications for Learning and Its (Online) Institutions | |
4 FLIDA 101 | p. 83 |
A Pedagogical Allegory | |
5 Institutions as Mobilizing Networks | p. 125 |
(Or, ôI Hate the InstitutionùBut I Love What It Did for Meö) | |
6 HASTAC | p. 145 |
A Case Study of a Virtual Learning Institution as a Mobilizing Network | |
7 (In)Conclusive | p. 175 |
Thinking the Future of Digital Thinking | |
Notes | p. 201 |
Bibliography I: Selected Books, Articles, and Reports | p. 223 |
Digital Learning, Technology, and Education | p. 223 |
Institutions | p. 227 |
Social Networking and Knowledge Sharing | p. 229 |
Gaming and Virtual Worlds | p. 233 |
Ethics, Law, Politics, and Activism | p. 237 |
Global Markets and Culture | p. 239 |
Youth Culture | p. 241 |
Race, Gender, and Ethnicity | p. 244 |
History of Writing, Learning, and the Book | p. 244 |
Reports | p. 245 |
Bibliography II: Resources and Models | p. 247 |
K-12: Innovative Schools | p. 247 |
K-12: Digital Learning Programs and Research | p. 256 |
Higher Education: Institutions, Research, and Projects | p. 262 |
Continuing and Distance Education | p. 277 |
Journals and Online Resources | p. 281 |
Blogs | p. 285 |
Works by the Principal Investigators | p. 287 |