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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 중앙대학교 영상콘텐츠융합연구소 TECHART: Journal of Arts and Imaging Science TECHART: Journal of Arts and Imaging Science Vol.1 No.4
- 발행연도
- 2014.11
- 수록면
- 17 - 21 (5page)
- DOI
- 10.15323/techart.2014.11.1.4.17
이용수
초록· 키워드
오류제보하기
In 1963, UNESCO established the International Institute for Educational Planning, a research center for national educational policy strategies. For the past 50 years breakthroughs in information and communication technology, as well as mobile computing, have facilitated ubiquitous access to digital information, causing a fundamental change in education. In 2002, the term Open Educational Resources was coined to highlight the merits of open access online courseware, and to reinforce the accomplishments of open teaching, open learning, and open educational researches. Numerous researchers have noted a profound change in learning styles and the emergence of transitional learning models in this digital era. Three fundamental aspects of learning have been identified and adapted to a pilot project: collaboration, networking, and self-learning. It is further argued that contemporary universities are unable to offer adequate online courseware due to the impact of cross-institutional, inter-disciplinary, and participatory learning; this is expedited by knowledge-intensive collaboration, which triggers complex flows of resources. Additionally, a transition to ubiquitous learning environments is foreseen. Support in this future learning modality is derived from various forms of mobilizing networks, peer-to-peer knowledge platforms, and heterogeneous content repositories that cannot be offered by a stringent education authority.
목차
Abstract
1. Introduction
2. Defining Education in the Digital Age
3. The Hong-Kong Based Initiative
4. Learning Institutions in the Information Age
5. Conclusion
References
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UCI(KEPA) : I410-ECN-0101-2015-680-002827151