keris 58th forum+cover
DESCRIPTION
keris test~TRANSCRIPT
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1) 2020 2 73 . 2060 (singularity) () .
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(platform) . (, , , , ) , ( ) . . . .
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. , .2) , . , (rhetoric) (slogan) .
, . . () . . (appropriate technology) , (appropriate education) , , , . . . -- . ., ., .
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, , (home sapiens sapiens) (home machine) . 2020 2 73 . 2060 (singularity) , , , , . ( ) . . .
.
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? ? (human) , , . (Acorn School) 10 . . (digital native) , . SW .
(browsing the net), (learning objects), (simulations) , (online course credits), , OCW . 3, . (dual-coding theory) 3) (logogens) (imagens) . (stimulus on) (imagined stimulus) .
. . . MP3 .4) .
3) Mayer, Richard E.; Sims, Valerie K.(1994), For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, Vol 86(3), 389-401. [Abstract] In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Exp 1) or of the human respiratory system (Exp 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas low-spatial ability learners must devote more cognitive resources to building representation connections between visually presented material and its visual representation.
4) () . .
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. (, , , ) . . .
, (Luddite Movement) . , . , 5) . . .
(KERIS) SMART (Technology embedded), (Resource enriched), (Adaptive), (Motivated),
5) 82% 30% . , . , . . . , () . 10% . . 100 95, 90, 105, 110 . , .
. . . . , , . , . . . . . , . () . , .
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(Self-directed) , .
(2011.10.13 ) . , (11. 6. 29, ) . , , 21 .
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- IPTV,
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11 500 15,000 12 1,100 33,000
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- : 50(12)80(13)100(14)
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- : 2,880(12) 5,760(13) 11,200(15)
- ISP (12) (13)
- : 30%(13) 60%(14) 90%(15)
7 28 . (12) , .
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, . , ,6) ( ), , , ( ), , 3Rs , , , .
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, TV, , . , . . .
. (edutopia). (now and here) . . (edutopia dilemma/paradox) . .
() . . . . . . . , . . . . . . , .
, ?
. .
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. SW . . SW (prosumer) .
, , . SW . () . . (, ), , EXCEL, , SNS(, , ), SPSS/SAS , CAD, Matlab/Mathematica, (C, Python, Perl, Java, scratch ), , (, ), , , Algorithm, (NXT, ) . . ( ) (breakthrough) . . , . 7) . , , .8)
7) . (common sense).
8) , , , ( ) , , SW . , . .
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. . . . , , , . , , , , . . , , , , , , . , , . ! 8 , 10 [] ? . , . , , . .
, ,
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- (bodily-kinesthetic) (spatial) (naturalist) (musical) (linguistic) - (logical-mathematical) (intrapersonal - ) / (spirtuality/existential) (interpersonal)
() , , . , , , , , , , . , , , . () . , , , ( , , , , ) , , , . , . .
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, , , , . , . (, ) . , , (simulation), , , , , (, 2000). , , . .
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hypertext, hyperlink , , . . , . hypertext , () , () . , . , . , . , . , , , , . () , , , () . .
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. . .
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, , , . (), , ( , ), . (Marzano & Heflebower, 2011; ).
, 3Rs ? .
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, , (incubation) . , . . . - , . ? ? ? , .
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. , . . . J. S. Bruner
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(enactive) (iconic) , (symbolic) .
(visualization) . Dual-coding system . , , , , , , , . , , , .
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, , (vision) .
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(2007.3.15), .______________(2011.10.13), ., (2010), 2010 . (2004), " ",
., , (2011), 2010 ,
.(2006), u-Learning ,
24.(2010), , SNU Press.
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, , (2010), , .
(2005), 2005 , . (2008), , . (2010), , .(2010), , 51.(2000), , , 10, , 6-11. (1997), " ", . (2004), " ", .(2000), ; 21(2000 10). 61-67. (2011), , .(2011), . PPT . (2000), 21 . ., , , , , , (2011), 2.0
() , . , (2010), ,
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, 51 . (1999), . : .(2010), , ., , , (2006), , ()
.(2006), . : () . (2000), ,
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(10 21, )., (2011), :
, () .Bellanca, James & Brandt, Ron(Eds.)(2010), 21st Century Skills: Rethinking how
students learn, Bloomington, IN: Solution Tree Press. , 21 (1), .
Bobbitt, F.(1918), The Curriculum. Boston: Houghton-Mifflin.
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Brown, John Seely(Mar./Apr. 2000). Growing up digital: how the Web changes work, education, and the ways people learn, Change, 32(2), 10-20.
Comenius, J.A.(1658), Orbis Sensualium Pictus. (1997). . : .
Eisner, E. W.(1985), The educational imagination(2nd ed.). New York: Macmillan.Francek, Mark A.(Mar. 2000), The Web as instructional tool: advantages and
disadvantages. Learning and Leading with Technology, 27(6), 10-13.Goldstein, E. B.(2010), Cognitive Psychology: Connecting mind, research, and
everyday experiences(3rd ed.), Kindle Edition. Kilpatrick, W. H. (1918), The project method. Teachers College Record, 19
(September), 319-335.Marzano, Robert J. & Heflebower, Tammy(2011), Teaching and Assessing 21st
Century Skills: The classroom strategies series, Marzano Research Laboratory. , 21 (1), .
Palloff, R.M. & Pratt, K. (2000), Building Learning Communities in Cyberspace. (2000), . : .
Rushkoff, D.(1996), Playing the Future. , . : .