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Definitions and Knowledge in Successive Educational Media
- Author(s):
- Steve McCarty (see profile)
- Date:
- 2005
- Group(s):
- Digital Pedagogy
- Subject(s):
- Universities and colleges--Curricula, Plato, Digital media, Web-based instruction, Education--Philosophy
- Item Type:
- Abstract
- Tag(s):
- expertise, paradigm, Definitions, context, Disciplinarity, New media, Online education, Educational philosophy, Constructivism
- Permanent URL:
- http://dx.doi.org/10.17613/z8k2-sx04
- Abstract:
- Handout for the 2005 Conference on Pedagogies and Learning: Meanings under the Microscope, held at the University of Southern Queensland in Australia. A framework was sought for understanding concepts in new disciplines in their full dimensionality. Citing Plato's Socrates, the nature of knowledge was examined, locating it not in information transmission but in the expertise of the knower. The presentation further argued through the example of e-learning that, as accelerating technological transformation confronts all fields including education, each successive medium redefines all the previous media and renders them identifiable as paradigms.
- Notes:
- This work began with the 2005 paper, "Cultural, Disciplinary and Temporal Contexts of e-Learning and English as a Foreign Language" (New York: ACM), developed more fully in another CORE deposit, "A Multidimensional Approach to Definitions" (2014). Explaining also the difference between a field and a discipline, this method of defining as contextualizing is summarized in the 2017 book Implementing Mobile Language Learning Technologies in Japan (Singapore: Springer).
- Metadata:
- xml
- Status:
- Published
- Last Updated:
- 4 years ago
- License:
- Attribution-NonCommercial
- Share this:
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