By Christine L. Compston

ISBN-10: 0195166124

ISBN-13: 9780195166125

ISBN-10: 1423775228

ISBN-13: 9781423775225

This academics' advisor is designed to accompany Oxford's Pages from heritage sequence and starts with the idea that the scholars who can be utilizing one of many volumes within the sequence have had very little adventure operating with fundamental assets. as well as things like what a prime resource is and the result of instructing with them, this teacher's advisor additionally comprises pattern classes.

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Additional resources for A Teacher's Guide to Using Primary Sources (Pages from History)

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This is learning based on an experimental concept, where data is collected so that the best strategy for future activities can be selected. Technical and organisational changes are, then, introduced as a consequence of learning-by-doing. The locus of the learning process is, however, not the R&D lab but the manufacturing plant or usage site. In other words, explicitly cognitive learning-by-doing consists of “on- line experiments”. INNOVATION IN THE KNOWLEDGE ECONOMY – IMPLICATIONS FOR EDUCATION AND LEARNING – ISBN 92-64-10560-3 © OECD 2004  – CHAPTER 2.

On what medium (electronic, paper)? The unit costs of short-term storage and data retrieval may have fallen, but significant problems remain with respect to memorising, filing and accessing old documents. The new electronic media for storage are not so stable, indeed, they are unstable in comparison with the low-sulfite rag paper on which good books have long been printed. Furthermore, the artificial language used to encode information for computer processing also is comparatively less stable, in that it is more likely to suddenly become obsolete, requiring the corpus of stored information to be periodically “migrated” to a new code that new programs are able to read.

2, May. A. (2000), “Understanding Digital Technology’s Evolution and the Path of Measured Productivity Growth: Present and Future in the Mirror of the Past”, in E. Brynolfsson and B. ), 8QGHUVWDQGLQJ WKH 'LJLWDO (FRQRP\, MIT Press, Cambridge, MA, pp. 49-95. A. ”, in ,35 $VSHFWV RI ,QWHUQHW &ROODERUDWLRQV, European Commission, Brussels, March, pp. 56-62. INNOVATION IN THE KNOWLEDGE ECONOMY – IMPLICATIONS FOR EDUCATION AND LEARNING – ISBN 92-64-10560-3 © OECD 2004  – CHAPTER 1. ECONOMIC FUNDAMENTALS OF THE KNOWLEDGE SOCIETY Foray, D.

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