By Harrison Hao Yang, Steve Chi-Yin Yuen
With the arrival of net 2.0, e-learning has the aptitude to turn into way more own, social, and versatile. Collective Intelligence and E-Learning 2.0: Implications of Web-Based groups and Networking presents a important connection with the most recent developments within the quarter of academic expertise and e-learning. This leading edge assortment features a collection of world-class chapters addressing present learn, case stories, most sensible practices, pedagogical ways, and techniques on the topic of e-learning assets and tasks.
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POSTSCRIPT: THE NON-CAUSAL THEORY OF KNOWLEDGE In recent years we have heard a great deal about evidence based educational policy. It is an appealing demand: the idea that educational policy and pedagogy ought to be informed by theory that is empirically supported. iep. htm), they require an assessment of initial conditions, an intervention, and a measurement of observed difference, as predicted by a (causal) generalization. In the earlier theory, there is a direct causal connection between states of affairs in the communicating entities; it is, therefore, a causal theory.
Html Polanyi, M. (1974). Personal knowledge: Towards a post-critical philosophy. Chicago, IL: University Of Chicago Press. Quine, W. V. O. (1951). Two dogmas of empiricism. html]. The Philosophical Review, 60, 20–43. Retrieved November 20, 2008. 2307/2181906 Quine, W. V. O. (1964). Word and object. Cambridge, MA: The MIT Press. Ravenscroft, I. (2004). Folk psychology as a theory. edu/entries/folkpsych-theory/ Rumelhart, D. , & McClelland, J. , & the PDP Research Group. (1987). Parallel distributed processing: Foundations.
0’, as has been widely noted, is a notoriously fuzzy term, difficult to nail down. O’Reilly (2005) offered one set of criteria to describe the difference: This list is incomplete, of course, and as with any definition by example, ultimately unsatisfactory. 0. “That the term has enjoyed such a constant morphing of meaning and interpretation is, in many ways, the clearest sign of its usefulness. 2). 0 the educational community solidified its hold on the more tradi- 11 Learning Networks and Connective Knowledge tional approach.