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oapen-20.500.12657-260312021-11-09T09:26:30Z The Future of Learning Institutions in a Digital Age Davidson, Cathy N. Goldberg, David Theo Jones, Zoë Marie Educational technology internet education technological innovations educational change organizational change bic Book Industry Communication::J Society & social sciences::JN Education This John D. and Catherine T. MacArthur Foundation Report is a redaction of the argument in our book-in-progress, currently titled The Future of Thinking: Learning Institutions in a Digital Age. That book, to be published in 2010, is merely the concrete (paper and online) manifestation and culmination of a long, complex process that brought together dozens of collaborators, face to face and virtually. The focus of all of this intense interchange was the shape and future of learning institutions. Our charge was to accept the challenge of an Information Age and acknowledge, at the conceptual as well as at the methodological level, the responsibilities of learning at an epistemic moment when learning itself is the most dramatic medium of that change. Technology, we insist, is not what constitutes the revolutionary nature of this exciting moment. It is, rather, the potential for shared and interactive learning that Tim Berners-Lee and other pioneers of the Internet built into its structure, its organization, its model of governance and sustainability. 2019-01-17 23:55 2018-12-01 23:55:55 2019-01-17 12:03:19 2020-04-01T10:57:42Z 2020-04-01T10:57:42Z 2009 book 1004054 OCN: 434829140 http://library.oapen.org/handle/20.500.12657/26031 eng The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning application/pdf n/a 8517.pdf The MIT Press f49dea23-efb1-407d-8ac0-6ed2b5cb4b74 82 Cambridge, Massachusetts open access
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This John D. and Catherine T. MacArthur Foundation Report is
a redaction of the argument in our book-in-progress, currently
titled The Future of Thinking: Learning Institutions in a Digital Age.
That book, to be published in 2010, is merely the concrete
(paper and online) manifestation and culmination of a long,
complex process that brought together dozens of collaborators,
face to face and virtually. The focus of all of this intense interchange
was the shape and future of learning institutions. Our
charge was to accept the challenge of an Information Age and
acknowledge, at the conceptual as well as at the methodological
level, the responsibilities of learning at an epistemic moment
when learning itself is the most dramatic medium of that change.
Technology, we insist, is not what constitutes the revolutionary
nature of this exciting moment. It is, rather, the potential for
shared and interactive learning that Tim Berners-Lee and other
pioneers of the Internet built into its structure, its organization,
its model of governance and sustainability.
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