By National Research Council, Division on Engineering and Physical Sciences, Computer Science and Telecommunications Board, Committee on Information Technology and Creativity, Marjory S. Blumenthal, Alan S. Inouye, William J. Mitchell
Computer technological know-how has drawn from and contributed to many disciplines and practices because it emerged as a box in the course of the 20 th century. these interactions, in flip, have contributed to the evolution of knowledge expertise â€" new types of computing and communications, and new functions â€" that proceed to enhance from the artistic interactions among computing device technological know-how and different fields.
Beyond Productivity argues that, initially of the twenty first century, info know-how (IT) is forming a strong alliance with inventive practices within the arts and layout to set up the interesting new, area of knowledge expertise and artistic practicesâ€"ITCP. There are significant advantages to be received from encouraging, helping, and strategically making an investment during this domain.
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Extra info for Beyond Productivity Information, Technology, Innovation, and Creativity
Although the LOM has been developed with the precise intention of describing learning objects, there is some debate as to how effective it is in achieving this primary aim. Implementing the specification is no small task, although it is not necessary to use all 65 elements. However, this flexibility poses problems in terms of conformance. The IEEE LOM standard states that ‘A LOM instance that contains no value for any of the LOM data elements is a conforming instance’ (IEEE, 2002, p9) Similarly IMS conformance can be achieved as follows: ‘The Engaging with the LO economy 41 meta-data instance must contain one or more LOM element(s)’ (IMS, 2001, p9).
L These attributes are further outlined in the second section of Chapter 4. There is also considerable agreement about the need for LOs, revolving around the demand for lifelong learning that is timely, personalized and targeted. In particular, new learners are said to want bite-sized chunks of learning, not whole courses. They want learning tailored to their individual context. They want flexibility of access and just-in-time content. Textual explanations, graphical and video material developed for one course ought to be reusable for another course in a different discipline with consequent saving of resources.
But richer models make describing and producing LOs more expensive and therein lies the trade-off between the expense and the benefits of reusable LOs. Some aspects, such as layout and style, can be addressed by using good content description techniques that uncouple content from display. Others could be addressed with content development guidelines, especially for particular communities of practice. But what is needed are more complex descriptive models of LOs and better techniques for managing reuse and reassembly by using these descriptions.