000			05527cam a2200541 i 4500
001			19829776
003			BJBSDDR
005			20260325154647.0
007			ta
008			170724s2017 mdu b 001 0 eng
010			_a 2017012951
020			_a9781421424330 (hardcover)
020			_a1421424339 (hardcover)
020			_z9781421424347 (electronic)
020			_a1421424347 _qelectronic
035			_a19829776
040			_aDLC _beng _cDLC _erda _dDLC
041			_aeng
042			_apcc
050	1	4	_aLB 1028.3 _bF912t 2017
082	0	0	_a371.33
100	1		_aFriesen, Norm, _d1966- _947540
245	1	4	_aThe textbook & the lecture : _beducation in the age of new media / _cNorm Friesen.
246	3	0	_aTextbook and the lecture
264		1	_aBaltimore : _bJohns Hopkins University Press, _c2017.
300			_ax, 177 pages : _billustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aTech.edu
504			_aIncludes bibliographical references and index.
505	0		_aPreface : Education as technological from the start. Part I : Education and media, new and old. No more pencils, no more books? Writing instruction in the twenty-first century : 2000 BCE versus 2000 CE Part II : Media, psychology, and theory. Psychology and the rationalist "transcript of the mind" The romantic tradition : "a cry of nature" Romantic versus rationalist reform Theorizing media by the book Part III : The textbook and the lecture : re-forming the book and performing the text. A textbook case From Translatio Studiorum to "intelligences thinking in unison" The lecture as postmodern performance Conclusion : educations and generations
520			_a"Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media"-- _cProvided by publisher.
520			_a"In this era of technological and cultural disruption in higher education, Norman Friesen turns the question around: Why is higher education apparently so little changed in our era of digital media? Is their obstinate persistence evidence of resilience or of obsolescence? Answers to these questions generally come down on the side of obsolescence, with schools depicted as industrial-age antiques, about to go the way of the steam engine. Using media and the changes produced through them as its central reference point, this book reverses this view. It explains why educational institutions, their forms, and practices have lasted so long, and why they show no sign of going away. This book argues that questions like the ones above can best be answered not by imagining an uncertain future, but by examining a well-documented past--one that ultimately extends from Gilgamesh to Google. The book undertakes this examination by focusing on educational media, but not just on new media or mass media. Instead, it sees textual and spoken (or oral) media forms as central to education--as providing the foundation for all other educational media. The book considers the significance and interaction of these basic media in two commonplace instructional forms or genres, the lecture and the textbook. The lecture and the textbook both integrate textual, oral, and, more recently, digital media, and they have also been around for hundreds of years. MOOCs and digital textbooks, argues Friesen, are not a radical break from the past but an evolutionary extension of it"-- _cProvided by publisher.
650		0	_aEducation _xEffect of technological innovations on.
650		0	_aEducational technology _xPhilosophy.
650		0	_aTextbooks.
650		0	_aLecture method in teaching.
650		4	_aEducación _xEfecto de las innovaciones tecnológicas en _945482
650		4	_aTecnología educativa _xFilosofía _947696
650		4	_aMétodos de enseñanza _91688
650		4	_aLibros de texto _933624
830		0	_aTech.edu: a Hopkins series on education and technology _942640
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK
946			_idpf
999			_c126593 _d126593