Engaged Learning with Emerging Technologies

1. Front Matter

   Pages i-xvi

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2. Modeling for Meaningful Learning

   • David H. Jonassen, Johannes Strobel

   Pages 1-27

3. Engaged Learning: Making Learning an Authentic Experience

   • David Hung, Seng Chee Tan, Thiam Seng Koh

   Pages 29-48

4. The Contributing Student: Learners as Co-Developers of Learning Resources for Reuse in Web Environments

   • Betty Collis, Jef Moonen

   Pages 49-67

5. Situated Learning in the Process of Work

   • Reinhard Oppermann, Marcus Specht

   Pages 69-89

6. Education in the Knowledge Age — Engaging Learners Through Knowledge Building

   • Seng Chee Tan, David Hung, Marlene Scardamalia

   Pages 91-106

7. Engaging Learners Through Intuitive Interfaces

   • John G. Hedberg, Susan Metros

   Pages 107-125

8. Learning Science Through Online Threaded Discourse

   • Allan H. K. Yuen

   Pages 127-147

9. Engage, Empower, Enable: Developing a Shared Vision for Technology in Education

   • Geoff Romeo

   Pages 149-175

10. Engagement with Ideas and Understanding: An Essential for Effective Learning in the Electronic Age

    • Alan Pritchard

    Pages 177-201

11. Creating Ict-Enriched Learner-Centred Environments: Myths, Gaps and Challenges

    • Kar Tin Lee

    Pages 203-223

12. Cybergogy for Engaged Learning: A Framework for Creating Learner Engagement through Information and Communication Technology

    • Minjuan Wang, Myunghee Kang

    Pages 225-253

13. Engaging Learners through Continuous Online Assessment

    • Cathy Gunn

    Pages 255-273

14. Back Matter

    Pages 275-289

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Gerry Stahl Drexel University, Philadelphia, USA The theme of engaged learning with emerging technology is a timely and important one. This book proclaims the global relevance of the topic and sharpens its focus. I would like to open the book by sketching some of the historical context and dimensions of application, before the chapter authors provide the substance. Engagement with the world - To be human is to be engaged with other people in the world. Yet, there has been a dominant strain of thought, at least in the West, that directs attention primarily to the isolated individual as naked mind. From classical Greece to modern times, engagement in the daily activities of human existence has been denigrated. Plato (340 BC/1941) banished worldly engagement to a realm of shadows, removed from the bright light of ideas, and Descartes (1633/1999) even divorced our minds from our own bodies. It can be suggested that this is a particularly Western tendency, supportive of the emphasis on the individual agent in Christianity and capitalism. But the view of people as originally unengaged has spread around the globe to the point where it is now necessary everywhere to take steps to reinstate engagement through explicit efforts. Perhaps the most systematic effort to rethink the nature of human being in terms of engagement in the world was Heidegger’s (1927/1996). He argued that human existence takes place through our concern with other people and things that are meaningful to us.

• Web
• communication
• education
• learning
• modeling

• Learning Sciences and Technologies Academic Group National Institute of Education, Nanyang Technological University, Singapore

  David Hung, Myint Swe Khine

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