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Dickens, Welty, and Turgenev are only three of the master
storytellers in Angels and Outcasts. This remarkable collection of
14 short stories offers insights into what it means to be deaf in a
hearing world. The book is divided into three parts: the first
section explores works by nineteenth-century authors; the second
section concentrates on stories by twentieth-century writers; and
the final section focuses on stories by authors who are themselves
deaf. Each section begins with an introduction by the editors and
each story is preceded by a preface. Angels and Outcasts concludes
with an annotated bibliography of other prose works about the Deaf
experience. In addition to fascinating reading, it provides
valuable insights into the world of Deaf people.
Students in network-based classrooms converse in writing through
the use of communications software on local-area computer networks.
Through the electronic medium they are immersed in a writing
community - one that supports new forms of collaboration, authentic
purposes for writing, writing across the curriculum, and new social
relations in the classroom. The potential for collaborative and
participatory learning in these classrooms is enormous. This 1993
book examines an important type of network-based classroom known as
ENFI (Electronic Networks For Interaction). Teachers have set up
ENFI or similar classrooms in elementary and secondary schools and
at more than a hundred colleges and universities. In these
settings, teaching and learning have been dramatically transformed,
but the new technology has brought with it difficulties and
surprises. The process of creating such a classroom raises
important questions about the meaning and the realities of
educational change.
Students in network-based classrooms converse in writing through
the use of communications software on local-area computer networks.
Through the electronic medium they are immersed in a writing
community - one that supports new forms of collaboration, authentic
purposes for writing, writing across the curriculum, and new social
relations in the classroom. The potential for collaborative and
participatory learning in these classrooms is enormous. This 1993
book examines an important type of network-based classroom known as
ENFI (Electronic Networks For Interaction). Teachers have set up
ENFI or similar classrooms in elementary and secondary schools and
at more than a hundred colleges and universities. In these
settings, teaching and learning have been dramatically transformed,
but the new technology has brought with it difficulties and
surprises. The process of creating such a classroom raises
important questions about the meaning and the realities of
educational change.
Given the abundance of open education initiatives that aim to
make educational assets freely available online, the time seems
ripe to explore the potential of open education to transform the
economics and ecology of education. Despite the diversity of tools
and resources already available--from well-packaged course
materials to simple games, for students, self-learners, faculty,
and educational institutions--we have yet to take full advantage of
shared knowledge about how these are being used, what local
innovations are emerging, and how to learn from and build on the
experiences of others. Opening Up Education argues that we must
develop not only the technical capability but also the intellectual
capacity for transforming tacit pedagogical knowledge into commonly
usable and visible knowledge: by providing incentives for faculty
to use (and contribute to) open education goods, and by looking
beyond institutional boundaries to connect a variety of settings
and open source entrepreneurs. These essays by leaders in open
education describe successes, challenges, and opportunies they have
found in a range of open education initiatives. They approach--from
both macro and micro perspectives--the central question of how open
education tools, resources, and knowledge can improve the quality
of education. The contributors (from leading foundations, academic
institutions, associations, and projects) discuss the strategic
underpinnings of their efforts first in terms of technology, then
content, and finally knowledge. They also address the impact of
their projects, and how close they come to achieving a vision of
sustainable, transformative educational opportunities that amounts
to much more than pervasive technology. Through the support of the
Carnegie Foundation for the Advancement of Teaching, an electronic
version of this book is openly available under a Creative Commons
license at The MIT Press Web site, http: //mitpress.mit.edu. Toru
Iiyoshi is Senior Scholar and Director of the Knowledge Media Lab
at the Carnegie Foundation. M. S. Vijay Kumar is Senior Associate
Dean and Director of the Office of Educational Innovation and
Technology at MIT.Contributors Richard Baraniuk, Randy Bass, Trent
Batson, Dan Bernstein, John Seely Brown, Barbara Cambridge, Tom
Carey, Catherine Casserly, Bernadine Chuck Fong, Ira Fuchs, Richard
Gale, Mia Garlick, Gerard Hanley, Diane Harley, Mary Huber, Pat
Hutchings, Toru Iiyoshi, David Kahle, M. S. Vijay Kumar, Andy Lane,
Diana Laurillard, Stuart Lee, Steve Lerman, Marilyn Lombardi, Phil
Long, Clifford Lynch, Christopher Mackie, Anne Margulies, Owen
McGrath, Flora McMartin, Shigeru Miyagawa, Diana Oblinger, Neeru
Paharia, Cheryl Richardson, Marshall Smith, Candace Thille, Edward
Walker, David Wiley
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