Learning After End Knowledge by Taylor Raymond (10 results)

Paperback. Condition: New.

Condition: New.

Condition: New. Raymond G. Taylor is an author, consultant andmulti-disciplinary designer based in Montreal, Canada. He is alsothe principal owner of Acorda Design, a multi-services technologyand instructional design firm. Raymond is committed to change inthe universe of i.

Taschenbuch. Condition: Neu. Learning after the End of Knowledge | Instructional Technology in the Age of Interpretive Meaning | Raymond G. Taylor | Taschenbuch | Kartoniert / Broschiert | Englisch | 2008 | VDM Verlag Dr. Müller | EAN 9783639024876 | Verantwortliche Person für die EU: OmniScriptum GmbH & Co. KG, Bahnhofstr. 28, 66111 Saarbrücken, info[at]akademikerverlag[dot]de | Anbieter: preigu.…

Paperback. Condition: New.

PF. Condition: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This highly reflective and personal analysis goes where few researchers in the field of instructional technology have dared to go: the evolution of epistemology itself. The result is a critique of the current trends and methods of organizing knowledge for instruction, and their underlying learning theories, that have been long surpassed in other disciplines.LEARNING AFTER THE END OF KNOWLEDGE takes the position that the standard approach to designing instruction developed originally in the 1950s is no longer relevant in the current information age. The widespread growth of the Internet and the resulting sea of knowledge is exerting a force on traditional learning materials and the methods used to create them. This has resulted in an unprecedented instability of conceptual knowledge and skills. Surprisingly, this problem has already been tackled by a small but influential group of post-analytical thinkers such as Richard Rorty, W.V.O. Quine and Donald Davidson.Based on his M.A. thesis, Taylor calls for a radicalized approach to designing instruction based on a very simple idea: It is not knowledge itself, but knowledge-in-use that drives the all important desire to learn.…

Condition: New. This item is printed on Demand.