000 03787nam a22004575i 4500
001 978-1-4419-0579-6
003 DE-He213
005 20140220083719.0
007 cr nn 008mamaa
008 110330s2011 xxu| s |||| 0|eng d
020 _a9781441905796
_9978-1-4419-0579-6
024 7 _a10.1007/978-1-4419-0579-6
_2doi
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aJMRL
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aEDU044000
_2bisacsh
082 0 4 _a371.3
_223
100 1 _aNeuman, Delia.
_eauthor.
245 1 0 _aLearning in Information-Rich Environments
_h[electronic resource] :
_bI-LEARN and the Construction of Knowledge in the 21st Century /
_cby Delia Neuman.
264 1 _aBoston, MA :
_bSpringer US,
_c2011.
300 _aXV, 141p. 30 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aInformation as a Tool for Learning -- Information-Rich Environments, Part One -- Information-Rich Environments, Part Two -- Today’s Learners as Information Users -- I-LEARN: A Model for Knowledge Construction in the Information Age -- Issues in Learning in Information-Rich Environments -- Assessing Learning in Information-Rich Environments -- Conclusion.
520 _aLearning in Information-Rich Environments I-LEARN and the Construction of Knowledge in the 21st Century   Delia Neuman     Human beings are bombarded with information at all times—not just electronically, but through our senses and experiences, affecting how we seek, process, and create information. From this limitless complexity comes an important question: how can we learn and teach more effectively in our information-generating world?   Grounded in seminal ideas in learning theory, instructional systems design, and information studies, Learning in Information-Rich Environments brings together ideas that have run in parallel for years but whose relationship has not been explored in full until now, expanding on familiar and contemporary concepts of learning to include our interactivity with everyday situations and stimuli. This comprehensive and thought-provoking analysis links traditional theories to emerging ideas in learning by:   Demonstrating that information is the basic unit of learning, critical thinking, and problem solving. Defining information-rich environments and the range of information formats—including print, audio, video, and others—that comprise them. Extending these concepts to the Internet/World Wide Web and the current spectrum of information and communication technologies used for learning. Exploring the 21st-century skills and strategies needed to capitalize on learning opportunities in contemporary information environments. Setting out the non-linear I-LEARN model of gaining and using knowledge in formal and informal information-rich environments. Discussing how I-LEARN can be used in the assessment of learning, and in the design of assessment tools.   Its skillful blend of elegant concepts and real-world evidence makes Learning in Information-Rich Environments a must-read title for graduate students and educators in educational theory, instructional design, and information science.
650 0 _aEducation.
650 0 _aLibrary science.
650 1 4 _aEducation.
650 2 4 _aLearning & Instruction.
650 2 4 _aLibrary Science.
650 2 4 _aComputers and Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781441905789
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4419-0579-6
912 _aZDB-2-SHU
999 _c105508
_d105508