Fundamental computer systems for implementing technology-enhanced learning, often called a “platform”. It involves many digital components and tools of a very specific nature. It is exploited both by the end-users (learners, usually in distant locations) and by the authors, teachers and tutors who prepare and manage educational content and curricula (courseware).
Published in Chapter:
E-Knowledge
Fortunato Sorrentino (Università degli Studi di Firenze, Italy)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-59904-845-1.ch029
Abstract
Change is driving the new millennium along many paths. There is one particular place where the change is especially deep, and that is the path in which knowledge is heading. However, this is not always perceivable and it takes an act of detachment to appreciate it. The same is happening with the main cause of that change, which is technology: it is so much a part of our daily life, that we are no longer aware of it. Contemporary digital media and digital technologies, that is, the most innovating front of ICT, have a characteristic: they reciprocally function as triggers, giving way to sudden waves of adoption, which in turn start others, all much more rapid and frequent than in the past. We are flooded, often unwillingly, by storms of technological stimuli: even though we may not be conscious of them, the result is an empowerment of our faculties of action, communication and cognition. The term “e-knowledge” has been coined, as several others of similar structure, to catch, via the “e-” extension (electronic), the new shape of knowledge which is peculiar of a deeply technology-driven world. In such a world, technes (re. technology) is no longer “the art of making” and it becomes the “art of knowing”.