Abstract
The history of learning technologies has computers mostly playing the roles of tutors, expert resources, and testers, with learners acting more as consumers than producers. Modern understanding of the processes involved in development of deep understanding and masterful capabilities suggest that more active and engaging roles are required for such learning. New technologies make it possible to imagine how managing and organizing such activities can be made manageable and engaging. In FY 2011, the US National Science Foundation set up a new program called Cyberlearning: Transforming Education (later named Cyberlearning and Future Learning Technologies) focused on this challenge. This chapter defines cyberlearning, presents the context under which the Cyberlearning program was founded, presents trends identified over the first 4 years of the Cyberlearning program, and my vision of how to achieve technology’s most vital possibilities in fostering development of deep understanding and masterful capabilities.
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Kolodner, J.L. (2016). Cyberlearning. In: Bainbridge, W., Roco, M. (eds) Handbook of Science and Technology Convergence. Springer, Cham. https://doi.org/10.1007/978-3-319-07052-0_56
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DOI: https://doi.org/10.1007/978-3-319-07052-0_56
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