"Web 2.0 marks the dictatorship of the presentation layer, a trimph of appearance over architecture...the "snakeoil" of "Ajaxified" interfaces and "apparently open APIs" threatens to distract developers and engineers from the real work of creating "distri
From the start, the World Wide Web has been a vessel of quasi-religious longing...On the Internet, we're all bodiless, symbols speaking to symbols in symbols...but the net turned out to be more about commerce than consciousness...Web 2.0 doesn't care whet
From Christianity.ca Review by Denyse O'Leary: "Editor Bobby Maddex, working under the Fellowship of St. James, which also produces the ecumenical thinkrag Touchstone, has tossed out the usual dull faith-and-science stuff. He has produced a magazine o
[accès réservé] Cette collection réunit 72 auteurs et contient 169 titres. Esthétique, philosophie, histoire de l'art, textes de peintres et d'écrivains, mais aussi romans et journaux d'artistes. Ces Écrits sur l'art sont essentiellement centrés sur la critique d'art, c'est-à-dire sur les salons et monographies littéraires consacrés à des peintres par des écrivains et critiques importants de 1741 à 1927.
Online research archive documenting the growth of diverse forms of commentary on the visual arts (particularly painting) in Russia from the early ninteenth- to early twentieth centuries
An extended discourse ensued in and around the status of connectivism as a learning theory for the digital age. This led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? In this article, I highlight current theories of learning and critically analyze connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.