it in education: sociological perspective lecture 7 & 12 the development of it & its impacts...

IT in Education:Sociological Perspective

Lecture 7 & 12The Development of IT &

Its Impacts on Knowledge and Education:From Digital Epistemology to Digital Learning

Wing-kwong TsangSino Bldg. Room 707B; Ext. 3943-6922;

[email protected]; www.fed.cuhk.edu.hk/~wktsang

mailto:[email protected]

From Information to Knowledge

Recapitulation: Conceptual hierarchy of information and knowledge Data: Representations of matters and energies

existing in external reality Signals: Data attended by sense organs of life

systems Information: Messages codified and abstracted

by life systems Ideas and Knowledge: Information systemized

by living cognitive systems, e.g. human brain Master ideas and wisdom

From Information to Knowledge

The impacts of IT on knowledge The conceptualization of information space IT impact on knowledge production: Knowledge

of performativity IT impact on knowledge storage: Knowledge

network IT impact on knowledge representation and

communication: Multi-medium knowledge

Information as Space: Max Boisot’s Conception of Information Space

Max H. Boisot’s conception of Information Space


Information processing and the Epistemological Space (E-Space)

Process of coding: it is the perceiving process of “reducing the number of attributes that have to be attended to in sense data. This is the function of coding: it economizes on the quantity of data to be process.” (p.57)

Process of abstraction: it is the conceiving process of “reducing the number of categories that will be used to filter sense data. This is the function of abstraction: by the creation of suitable concepts it economizes on the number of categories through which data will have to be process.” (p. 57)

E-space as property plain between these two dimensions

Information processing and the Epistemological Space (E-Space) E-Space and Karl Popper’s conception of three

worlds World 1 (W1) is the epistemological world of concrete

objects, i.e. external reality World 2 (W2) is the epistemological world of human

consciousness, i.e. human effort of knowing, researching, and information process and communicating

World 3 (W3) is the epistemological world of abstract objects, i.e. scientific knowledge


Information processing and the Epistemological Space (E-Space) Applications of E-Space

David Kolb’s learning typology


Information processing and the Epistemological Space (E-Space) Application of E-Space

David Kolb’s learning typology Economist’s conception of market price and

commodification


Information diffusion (communication), and the U-Space and C-Space Problems of information communication

Level A problems: How accurately can a given message be transmitted? (the technical problem)

Level B problems: How precisely does the message convey the desired meaning? (The semantic problem)

Level C problems: How effectively does the received meaning affect the conduct in the desired way? (The effectiveness problem)


Information diffusion (communication), and the U-Space and C-Space Utility-Space (U-Space) as property plain between

dimensions of abstraction and diffusion of information

Cultural-Space (C-Space)as property plain between dimensions of codification and diffusion of information


U-Space

C-Space

Information-Space: It is the three-dimension property square among E, U, and C-Spaces


Process of Social Learning Cycle SLC Phase One – the creation of value

S-Scanning (Stock taking, status-quo analysis) P-Problem solving At-Abstraction

Phase Two – the exploitation of value D-Diffusion Ar-Absorption I-Impacting


Institutions of information transaction Markets, in which transactionally relevant

information is well codified, abstract, and widely diffused

Bureaucracy, in which transactionally relevant information is well codified and abstract, but whose diffusion is under strict central control

Clans, in which transactionally relevant information is uncodified, concrete, and only diffused to small group

Fiefs, in which transactionally relevant information is uncodified, concrete, and undiffued


Culture in I-space perspective Definition of culture in terms of C-space: Culture

can be defined as a system of shared codes diffused among an aggregate of human beings

Culture convergence in the I-Space


IT Impacts on Knowledge Production: Knowledge of Performativity

The consequences of Information-Technologicalization on knowledge

Jean-François Lyotard’s thesis of linguistic and informational turn of knowledge generation

(1979)


Jean-François Lyotard’s thesis of linguistic and informational turn of knowledge generation

“ For the last forty years the ‘leading’ sciences and technologies have had to do with language: phonology and theories of linguistics, problems of communication and cybernetics, modern theories of algebra and informatics, computers and their languages, problems of translation and the search for areas of compatibility among computer languages, problems of information storage and data banks, telematics and the perfection of intelligent terminals, paradoxology. The facts speak for themselves (and this list is not exhaustive). (1979, p. 4)



Impacts of information technologies on production and transmission of knowledge (i.e. research and education):

“Genetics provides an example that is accessible to the layman: it owes its theoretical paradigm to cybernetics.” (Lyotard, 1979, p.4)

Miniaturization and commercialization of intelligent machines

The nature of knowledge cannot survive in the information age until it is translatable into quantities of information, computer language, and informational commodity

These processes of “mercantilization of knowledge” is vital of nation-states in global competition in the information age.



From the world of atoms and bits: The ontological change Atoms and the world of atoms: “Atoms belong to the physical

world…and to the world which can be captured in ‘analogue’ forms.” (Lankshear & Knobel, 2003, p. 51)

Bits and the digital world: “Bits belong to the digital world. They are ‘state of being’ like ‘on or off, true or false, up or down, in or out, back or white’ which can be represented in binary code of 0s and 1s in a colourless, sizeless, weightless form that can be ‘moved’ at the speed of light.” (Lankshear & Knobel, 2003, p. 51)



From the ivory tower of university to the market of global patent

In modern age, knowledge generation and creation are endowed dominantly to universities and their departments and laboratories

In knowledge economy, the competitiveness of firms and states depend on their capacities of applying technologies on knowledge. As a result, knowledge generation and transmission are on longer confined to the purviews of the higher-education institutes and have become the primary concerns and endeavors of firms and governments. (Lyotard, 1979; Guile, 2006) As a result, knowledge for truth has given way to knowledge for performativity. (Lyotard, 1979)


The modernist epistemology Modernist conception of epistemology


Knower Known

Knowledge

Self conscious use of method

Knowing


The modernist epistemology Modernist conception of epistemology

The known: A proposition of the world is existentially real in natural or cultural sense

The knowner: An inquiring agent is endowed with sensual and mental capacities to inquire truth embedded in the proposition of the world

The process of coming to know: A methodical process of verifying or justifying the truth embedded in a proposition

The knowledge: A system of justified and true propositions of the world


The modernist epistemology The modernist institution of knowledge

Institution of knowledge production: Universities, laboratories and research institutes

Institution of knowledge dissemination: Institutions of authorship, publication and readership

Institution of knowledge transmission: Institution of schooling (including curriculum, pedagogy and evaluation) and textbook publication


The digital epistemology Conception of digital epistemology

Changes in the known: From physical space to cyberspace; from atoms to bits;

from the world of analogues to the world of binary or digital states of being

From physical reality to virtual reality Changes in the knower

Collaborative knowers Temporally and spatially compressed or even evaporated

footings of knowners Virtual knowers: Knowers with freely chosen avatars (frame

of reference)



Changes in the process of come to know Research for truth has been replaced by research for fund

and/or power Delegitimation of modernist project of coming to know “Relegitimation” of the process of coming to know by

performativity Education for humanity and emancipation has been

replaced by education for employability and governability



Changes in knowledge Knowledge of performativity age:

The translatability into computer languages Accountable to the performativity of economic and

administrative system Regression of knowledge to data and/or information Degradation of theory of signification and theory of

knowledge with intrinsic value to theory of knowledge with extrinsic value of performativity


The digital epistemology The digital institution of knowledge

Institution of knowledge production: R&D departments of multinational corporations, and government commissioned projects have become the major driving force of knowledge generating machines.

Institution of knowledge dissemination: Hypertexts and hyperlinks have replaced institutions of authorship, publication and readership.

Institution of knowledge transmission: Face-to-face and hierarchical schooling systems have been losing ground to learning network of hyperlinks and hypertexts in compressed space and time.


From old library culture to hyperlinked culture: The advent of IT has transform the old classification and hierarchization of information and knowledge into hyperlinked-network of knowledge ad a result, Hubert L. Dreyfus has characterized the transformation as a cultural change from “old-library culture” to ‘hyperlink culture”

IT Impacts on Knowledge Storage: Knowledge Network

The differences between old library culture and hyperlinked culture


Old Library Culture Hyperlinked culture Classification Diversification a. stable a. flexible b. hierarchically organized b. single-level

c. defined by specific interests c.allowing all possible association Careful selection Access to everything a. quality of edition a. inclusiveness of editions b. authenticity of the text b. availability of text c. eliminate old materials c. save everything Permanent collections Dynamic collection a. preservation of a fixed text a. intextuality evolution b. interested browsing b. playful surfing

The cultural implications: The cultural implications of the hierarchized

classification of information and knowledge: “Since Aristotle, we have been accustomed to organize information in a hierarchy of broader and boarder classes, each including the narrow ones beneath it. …When information is organized in such a hierarchical database , the user can follow out the meaningful links, but the user is forced to commit to a certain class of information before he can view more specific data that fall under that class.” (Dreyfus, 2001, P. 10)


The cultural implications: The cultural implications of the hierarchized

classification of information and knowledge:

…..Under such a knowledge system, we have to follow the preexisting hierarchy and system, have to respect the tradition, and have to comply to the authority; in order to acquire the information and knowledge we need.


The cultural implications: The cultural implications of the hyperlinked culture:

“When information is organized by hyperlinks, however, as it is on the Web, instead of the relation between a class and its members, the organizing principle is simply the interconnectedness of all elements. There are no hierarchies; everything is linked to everything else on a single level. ….With a hyperlinked database, the user is encouraged to traverse a vast network of information, all of which is equally accessible and none of which is privileged.” (Dreyfus, 2001, P.10)


The cultural implications:

“This approach appeals especially to those who like the idea of rejecting hierarchy and authority. … ‘The internet is profoundly disrespectful of tradition, established order and hierarchy.’” (Dreyfus, 2001, P.12)


Differences between document retrieval and data retrieval: Changes in the storage of information and knowledge have not only transformed the structures of knowledge but also the way information and knowledge are retrieved. Dreyfus makes reference to David Blair’s distinction between data retrieval and document retrieval


Differences between document retrieval and data retrieval:


Document Retrieval Data Retrieval

1. Indirect ( I want to know about X)

1. Direct (I want to know X)

2. Probabilistic relation between a request and a satisfactory document

2. Necessary relation between a request and a satisfactory answer

3. Criterion of success = utility 3. Criterion of success = correctness

4. Scaling up is a major problem 4. Scaling up is not a major problem

Epistemological implicationsAs information and knowledge or stored in hyperlinked network and retrieved in database formats, the relationship between the knowers and the known has undergone significant changes, which Hubert Dreyfus underlines as follows


Epistemological implications Disembodiment of knowers: In traditional library-

storage and document-retrieval knowledge, knowers’ acts of acquisition of knowledge in both producing and retrieving processes are taken place in within specific bodies and minds, which are in turns located in particular contexts. That is it is an embodied as well as embedded relationship. However, as knowledge is stored in network and retrieved via databases, embodied knowers are practically replaced by computers and more specifically search engineers.


Epistemological implications Reification of knowledge: Knowledge acquired by

embodied knowers in embedded context is heavily endowed with meanings, relevance, and significances. However, in hyperlinked and data-based knowledge network, knowledge has been reified into heaps of information based on syntactic connectivities.


Epistemological implicationsIn Dreyfus own words, “In cyberspace, then, without our

embodied ability to grasp meaning, relevance slips through our non-existent fingers (i.e. browsers). ….Net users who leave their bodies behind and become dependent on syntactic Web crawlers and search engines will have to be resigned to picking through heaps of junk in the hope sometimes finding then information their desire.” (Dreyfus, 2001, P. 26)


From books to screen: Gunther Kress underlines right at the beginning page of his book Literacy in the New Media Age that

IT Impacts on Representation and Communication of Knowledge: Multimedia Knowledge

“After a long period of the dominance of the book as the central medium of communication, the screen has now taken that place. This is leading more than a mere displacement of writing. It is leading to an inversion in semiotic power. The book and the page were the site of writing. The screen is the site of the image. …The book and page were ordered by the logic of writing; the screen is ordered by the logic of image. A new constellation of communicational resources is taking shape. The former constellation of medium of book and mode of writing is giving way, and in many domains has ready given way, to the new constellation of medium of screen and mode of image.” (Kress, 2003, P. 9)


Plato’s School of Athens

Plato and Aristotle

From linguistic literacy to multimedia literacy Concept of linguistic literacy: “Literacy…is about

the capacity of accessing, managing, integrating, evaluating and creating information to develop one’s knowledge and potential, and to participate in, and contribute to, society.” (Schleicher, 2003, p.3)


From linguistic literacy to multimedia literacy Reading and writing literacy:

“At the centre of literacy is reading literacy, defined...as the ability to use, interpret and reflect on written material.” (Schleicher, 2003, p.3)

Writing literacy It is an capacity of encoding the world into literal information, i.e. words, language, and discourse (speech act).

Reading literacy is a capacity of decoding literal information and retrieving it back to the world it intended to represent.


From linguistic literacy to multimedia literacy James Paul Green’s three-dimensional model of

literacy Operational literacy: It refers to the mastery of the

technical dimensions of a language. This may include Lexicology 辭彙學 Phonology 音韻學 Semantics 語意學 Grammar 文法 Syntax study 句子結構研究 Pragmatics 句子運用研究


From linguistic literacy to multimedia literacy James Paul Green’s …literacy…

Cultural literacy: It “involves competence with meaning system of a social practice, knowing how to make and grasp meanings appropriately within the practice ─ in short, of understanding texts in relation to contexts.” (Lankshear and Knobel, 2003, P. 11)

Hirsch Jr. (1987) Cultural Literacy: What Every American Needs to Know.


From linguistic literacy to multimedia literacy James Paul Green’s …literacy…

Critical literacy: It “involves awareness that all social practices, and thus all literacies, are socially constructed and ‘selective’. … If individuals are socialized into a social practice without realizing that it is socially constructed and selective, and that it can be acted on and transformed, they cannot play an active role in changing it.” (Lankshear and Knobel, 2003, P. 11)

Paulo Freire (1972) Pedagogy of the Oppressed: From writing the word to writing the world.


Comparison between linguistic literacy and multimedia literacy


Book: Linguistic literacy Screen: Multimedia literacy

Semiotic resource Language, i.e. Speech, words, and text

Images, sound, action, interaction, avatar, etc

Comprehensive process

Temporal and sequential Spatial & simultaneous

Logic and grammar Logic of linguistics: word, phrase, clause, sentence, genre, text, etc.

Logic of semiotics: images, layout and placement (center/margin, top/bottom, left/right, foreground/ background, etc.)

Reproducing process

Textual writing Imagery and environmental designing

Agent Individual Individual & social

Reference source Library link Hyperlink

Context Local or national Global and “glocal”

Outcomes ←Meanings―values―identity―power―agency→

Reconceptualization of communication Typological communication: The Gutenberg

Galaxy (McLuhan, 1962) Mass communication and broadcasting: The

advent of the cool media TV Computer-mediated communication: The Internet

Galaxy (Castells, 2002) Mobil communication and narrow-casting


Alfred Bok (1993) has periodized the development of IT in education into three stages Beginning stages

Let’s get lots of hardware Let’s teach computer languages Let’s teach computer literacy: The myth of computer

literacy Let’s train the teachers: What and how?

Enter the IT: The Impacts of IT on Education

Alfred Bok (1993) …three stages… Next stages

Lets’ use advanced hardware Let teachers develop small programs for use in standard

courses Let teachers use authoring systems Let’s use the packaged programs Let’s teach students about tools

Conventional and business tools Curriculum context of tools: e.g. wording processing tools

in teaching writing. Let’s go to the Internet


Alfred Bok (1993) …three stages… Prospective stage

Restructuring or re-engineering the future education system

Redesigning completely new curricula for traditional courses

Redesigning new courses, e.g. computer literacy, informatics, etc.

Restructuring and redesigning teacher education programs


In his book Curriculum of the Future, Michael Young (1998) makes a distinction between curricula of divisive specialization and connective specialization in analyzing the changes in curricular structure of the post-compulsory and A-level education in England and Wales

Impacts on Curriculum: Curricular Changes for the Future

Curriculum of divisive specialization It refers to curriculum in post- compulsory education

which corresponds with the mode of production of Fordism, which bears the following features:

Rigid insulation between manual and non-manual labor Rigid sectional form of divisive specialization among

occupational and professional groups Complex division of labor into mechanical, repetitive and

observable motions Separation between conception and execution of work Strict Hierarchical structure of delegation of authority and

line of commands


Curriculum of divisive specialization… In connection to the mode of production of Fordism, the

curriculum of in post-compulsory and A-level education is organized in the form of what Young called "divisive specialization"

Sharpe separation between academic study and vocational training Sharpe division among curricular streams, such as science,

humanities and social study Selective and exclusive rather than participating and inclusive

education system Inflexible in movement and transferring between divisions and

streams Exaggerate differences between high low prestigious institutions and

programs


Curriculum in connective specialization It refers to curriculum, which Young advocates

would be advantageous to the labor formation of the economy of the 21st century, which bears the following structural attributes

Flexible specialization of production and greatly decrease the division between manual and non-manual labor both in scale and scope

Sectional specialization was replaced by corporate specialization, which encouraging vertical integration among different occupational and professional groups within corporations.


Curriculum in connective specialization …the economy of the 21st century…

New information-based technology replacing mechanical and repetitive motions of human labor

Human-centred organization and flatter management structure

Interactively integration between conception and execution of work in models such as quality circles, quality terms, learning community


Curriculum in connective specialization In relation to the mode of production of post-

Fordism, Young suggests that school curriculum for the 21st century should be in the form of “connective specialization”

Connective specialization “as a curriculum concept it points to the interdependence of the concept, processes, and organization of curriculum. As definition of educational purposes it seeks to transcend the traditional dichotomy of ‘the educated person’ (academic and non-manual) and ‘the competent employee’ (vocational and manual) which define the purposes of the two tracks of a divided curriculum.” (Young, 1998, p. 78)


Curriculum in connective specialization …the form of “connective specialization” …

It therefore "provides the basis a very different curriculum for the future" which he terms "connective specialization". "Such a curriculum …would need to build on and give specificity to the principles of:

breadth and flexibility connections between both core and specialist studies and

general (academic) and applied (vocational) studies opportunities for progression and credit transfer a clear sense of the purpose of the curriculum as a whole."

(Young, 1998, p. 79)


The relative features between Traditional Curriculum and the Curriculum of the Future


Curriculum for the Future

Traditional Curriculum

Curriculum Content - Interdisciplinary - Weak classification

- Disciplinary - Strong classification

Curriculum form - Modularized or issue-based

- Inquiry-oriented - Weak frame

- Structured & systematic Subject-based

- Acquisition-oriented - Strong frame

Educational Knowledge Code

Integrative code Collection code

Form of specialization Connective specialization Divisive specialization

Curriculum objective - Competence oriented - Critical mind

- Performance oriented - Disciplined mind

Curriculum Text Hyper-digital text Fixed-typographic text

Assessment Continuous & non-standardized assessment of competence

Single & standardized assessment of performance

Learning by Computer Assisted Instruction: Hubert Dreyfus (2001) has classified learning through CMI into six stages Novice and advance beginner: CMI can serve as

drillmaster in practicing motor or intellectual skills. For advanced beginner these practices can be simulated in difference situations.

Competence: “Competent performers seek rules and reasoning procedures to decide which plan or perspective to adopt.” (p. 36)

Impact on Learning: From Knowledge Acquisition to Knowledge Creation

…learning through CMI into six stages … Proficiency: “The proficient performer immersed in

the world of his skillful activities, see what needs to be done, but has to decide how to do it.” (p. 41)

Expertise: “The expert not only see what needs to be achieved, thanks to his vast repertoire of situational discriminations, he also sees immediately how to achieve his goal.” (p. 41)

Mastery: Mastery refers to performers who have developed their own “style” in performances.


…learning through CMI into six stages … Practical wisdom: “Not only do people have to

acquire skills by imitating the style of experts in specific domains; they have to acquire the style of their culture in order to gain what Aristotle calls practice wisdom. …Like embodied commonsense understanding, cultural style is too embodied to captured in a theory, and passed on by body.


Come to know the world: Learning through embodied-presence or tele-presence Sense of reality: In embodied-presence, such as

face to face instruction or participant observation, one can have concrete grips of sense of distance, understanding of the context, and sense of risk and uncertainty. While in tele-presence, such as video-tape instruction or videoconferencing, all these grips and senses would be lost.


Come to know the world: … Sense of interaction: In embodied-presence

participants, such as teachers and students can have direct contact and touch, uncertain and risky maneuvering and/or exchanges, and most of all “look each other right into the eyes”

Sense of trust: In embodied-presence participant can build up trustful relationship with the environments and each other. This in turn will constitute sense of belonging to the space of place and the presence of group..


Come to invest in the present age: Commitment to modern pilgrimage or nihilism and anonymity in the information highway. Anonymity in situation of tele-presence vs.

embodied presence of recognition, name and identity

Risk-free and non-consequence-bearing situations in the Net vs. situations of responsibility-bearing and commitment

Existence of nihilism vs. existence of pilgrimage


Ikujiro Nonaka’s Knowledge-Creation Organization Two dimensions of knowledge creation

Epistemological Ontological


Ikujiro Nonaka’s Knowledge-Creation Organization Two dimensions of knowledge creation

Epistemological Ontological

Two types of knowledge Tacit knowledge Explicit knowledge


Ikujiro Nonaka’s Knowledge-Creation Organization Four models of knowledge conversion

Socialization: Sharing and creating tacit knowledge through direct experience; individual to individual

Externalization: Articulating tacit knowledge through dialogue and reflection; individual to group

Combination: Systemizing and applying explicit knowledge and information: group to organization

Internalization: Learning and acquiring new tacit knowledge in practice; organization to individual


Ikujiro Nonaka’s Knowledge-Creation Organization Knowledge spiral

Field building Dialogue Linking explicit knowledge/networking Learning by doing


Ikujiro Nonaka’s Knowledge-Creation Organization Knowledge spiral

Field building Dialogue Linking explicit knowledge/networking Learning by doing

Spiral of organizational knowledge creation


Carl Bereiter in his book entitled Mind and Education in the Knowledge Age (2002) suggests that there are two conceptions of the mind

Mind and Education in the Knowledge Age

Carl Bereiter ….two conceptions of the mind Mind a container: The traditional conception of the

mind is metaphorically pictured as a container or a file cabinet, which store all the information and knowledge a person received from her environment.

Mind of connectivity: Bereiter asserts that it is evidenced in cognitive studies that human mind does not simply receive and store information and knowledge. It will make intelligent and understanding connection about them.


Berieter asserts that the connectivist conception of the mind is essential to the education in the knowledge age. IT is because In knowledge age, information and knowledge

increase so rapidly in both quality and quantity that it is unrealistic to expect a human mind to store this ever growing volume of knowledge.


Berieter asserts …It is because In knowledge society and attention economy, the

most productive work has been attributed to the “knowledge work”, which in essence means exactly the capacity to make creative, intelligent and relevant connectivity about seemingly diversified information and knowledge.


Berieter asserts …It is because Berieter also suggests that in cognitive studies of

deep understanding and mastery of sophisticate skill, it is found that the mechanism working behind these high-level sense making is the capacity to make intelligent and relevant connectivity about the seemingly complicated situation.


Conception of knowledgeability Karl Popper’s conception of World 3: Berieter

makes reference with Karl Poper’s conception of three world of knowledge

World 1: It refers to knowledge about the physical world, which could be created by “all animals whose nervous systems have some requisite degree of complexity.

World 2: It refers to knowledge about the subjective and mental world, which could mind mainly be created by human species.

World 3: It refers to knowledge about ideas and what Berieter call conceptual artefacts.


Conception of knowledgeability … Carl Bereiter depict his conception of conceptual

artifact as follow.

“Such as conceptual artifact is the kitchen recipe. Recipes have a life outside the minds of people who know them and outside the embodiments in printed form. We speak of recipes being handed down from generation to generation, undergoing modification, splitting into various versions.” (Berieter, 2002, P.3)


Conception of knowledgeability … Carl Berieter’s concept of knowledgeablity: With

reference to Berieter’s conectivist concept of mind and conceptaul artifact (i.e. Popper’s concept of World 3) Berieter coins the concept of knowledgeability. It refer to the capacity of the human mind in making intelligent and creative connections with knowledge and in making use of conceptual artefacts in handling ideas, propositions, hypotheses, and various forms of abstract thinking about the World 3.


Conception of knowledgeability … Accordingly, Berieter suggests that education for

the knowledge age is the effort to enculturation human mind into world 3 and the community of knowledge workers, who are working skillfully with conceptual artifacts in a respective field and/or discipline, and can creatively and intelligently make connectivity about informations, ideas, concepts, theories, perspectives, or any other kinds of conceptual artifacts.


Conception of knowledgeability … Berieter summarize his approach of education in

juxtaposition with traditional approach of education as follow


Old approach to education New approach to education

Knowledge transmission Knowledge construction

Memorization Reasoning

Teacher directed Learner centered

Competitive Collective

Tightly scheduled Opportunistic

Fact centered Idea centered

Topic 2The Development of IT and the Rise of Network Society:

A Historical Account

The End

it in education: sociological perspective lecture 7 & 12 the development of it & its impacts...

Documents

commodification information

wisdomfrom information

information communicationlevel

epistemological space

knowledge representation

knowledge storage

knowledge network

knowledge production