Sunday, January 18, 2009

Multimedia or Problem Based Learning for Math and Science

Multimedia: From Wagner to Virtual Reality

Author: Randall Packer

The first book to address the true history of computer-based multimedia. Web sites, CD-ROMs, video games, interactive television, virtual reality, touch-screen kiosks, 3D architecture design programs . . . these and other forms of computer-based multimedia will be as important to the twenty-first century as film and television were to the twentieth. But what is multimedia, where did it come from, and how does it work? Multimedia presents the fascinating dialogue between the arts and sciences over the last half-century that made today's multimedia possible. Scientists like Vannevar Bush, Douglas Englebart, Norbert Wiener; artists like John Cage, Nam June Paik, and William Gibson--their groundbreaking visions are brought together here for the first time, given historical context, and embedded in a clear explanation of the core concepts behind multimedia. Multimedia will be required reading for anyone who has built a Web site, studied computer graphics, or wondered at the rapid birth and evolution of the new media now changing every aspect of our lives. Introduction by William Gibson.

Douglas Rushkoff

This book may be the Primary Source for years to come. —author of Coercion : Why We Listen to What 'They' Say

Sara Diamond

[O]f great value to novices to the field and to serious theorists and educators....testimony to the human imagination.

Jon Katz

The best guide yet on a subject of central importance to anyone interested in the future of media.... historically significant. —SlashDot


An evocative whirlwind tour through 100 years of work [of] artists and scientists [in] the field of computer-human interaction... Excellent.

Boston Globe

[A]n important book....For anyone who wants to know where multimedia technology is going,or where it has been.

Annick Bureaud

Not 'just another reader' but a key source book in the field of art, science and technology history... excellent in all respects. —Leonardo

Publishers Weekly

"What we need is a computer that isn't labor-saving but that increases the work for us to do, that... turns us... not `on' but into artists," writes John Cage in his essay in Multimedia: From Wagner to Virtual Reality, edited by Randall Packer and Ken Jordan, with a foreword (and an excerpt) by William Gibson. Surveying various artistic disciplines, the editors uncover the intersections of the avant-garde and strict computer science with inclusions like Tim Berners-Lee's 1980s prospectus for the World Wide Web, titled "Information Management: A Proposal," and ignored by his colleagues until he made the software, and his fortune, independently. Contributors include Bauhaus luminary L szl Moholy-Nagy, Cage prot g and performance artist Nam June Paik, and artist Lynn Hershman. Photos and illus. (Norton, $26.95 416p ISBN 0-393-04979-5; Apr.) Copyright 2001 Cahners Business Information.


An anthology of 32 reprinted short pieces demonstrate collaborations between art and science, mostly since World War II, but also back into the 19th century. Many are manifestos by artists in a wide range of media. The arrangement is not chronological, but by the thematic integration, interactivity, hypermedia, immersion, and narrativity. Annotation c. Book News, Inc., Portland, OR (

Kirkus Reviews

A comprehensive and ambitious anthology chronicling the history of "the multimedia revolution." With this collection, multimedia experts Packer and Jordan present a sampling of seminal articles by the artists, writers, scientists, musicians, and architects who engineered the 20th century's communication revolution. Each of these authors, from composer Richard Wagner to multimedia artist Nam June Paik, Douglas Engelbart (inventor of the mouse, windows, and e-mail), and beat writer William Burroughs, envisioned modes of artistic expression that penetrated "the fourth wall" dividing art from audience. Each imagined new modes of synthesis or communication that would enable people actively to engage with art, literature, music, and vast stores of information in their everyday lives. Most of these visionaries believed that technology was the key to their efforts—that computers could transform the passive appreciation of art into an active, participatory discourse. Many of these works are very technical, and most require a basic understanding of contemporary debates in art and science. The editors have done readers the invaluable service of providing pithy, astute, contextual summaries of each essay so that readers can pick and choose from among them. In fact, picking and choosing is an appropriate way to read this collection, since Ted Nelson (who coined the terms "hypertext" and "hypermedia" in 1963), William Gibson (to whom we owe the term "cyberspace"), and many others believed that nonlinear reading and writing are ideal (because these forms better mirror the nonlinear workings of the human mind). Gems include Vannevar Bush's 1945 Atlantic Monthly essay that led to the development ofthe "hyperlink," Tim Berners-Lee's 1989 proposal for a decentralized information network that was the foundation for the development of the World Wide Web, media artist Lynn Hershman's description of her groundbreaking multimedia projects, and Marcos Novak's piece about virtual architecture in cyberspace. An unusual exploration of a quiet revolution that changed the world.

What People Are Saying

Douglas Rushkoff
This book may be the Primary Source for years to come.
— (Douglas Rushkoff, author of Coercion : Why We Listen to What 'They' Say)

Sara Diamond
[O]f great value to novices to the field and to serious theorists and educators....testimony to the human imagination.
— (Sara Diamond, artistic director, media and visual arts, The Banff Centre)

Interesting textbook: Some Like It Hot or Alabamas Historic Restaurants and Their Recipes

Problem-Based Learning for Math and Science: Integrating Inquiry and the Internet

Author: Diane L Ronis

"Teachers looking for a concise guide to implementing problem-based learning in math and science classrooms: This book is for you!"
—Debra Gerdes, Professional Development Leader
Illinois Mathematics and Science Academy

"The purpose of problem-based learning is to emphasize meaning making over fact collecting. With this method, Diane Ronis has written a book that is well equipped to produce self-motivated and independent lifelong learners!"
—Katie Morrow, Technology Integration Specialist
O'Neill Public Schools, NE

Increase students' skills and content retention in math and science!

What's the best way to create a real-world instructional environment where students are involved in firsthand experiences and where important ideas are connected to meaningful life events that help deepen learners' understanding?

Diane Ronis demonstrates how the problem-based learning (PBL) method gives students the opportunity to actively explore and resolve authentic problem simulations and student-identified problems in the community while strengthening their problem-solving skills. Updated throughout, this second edition illustrates how to use the PBL inquiry process with Internet resources to create an integrated instructional environment, and also provides:

  • Problem-based learning activities relating to math and science in each chapter
  • Projects that correlate to national science, mathematics, and technology standards
  • Student handouts, evaluation forms, and all the information necessary for successful project completion

Problem-Based Learning for Math and Science,Second Edition, is the perfect resource for educators who want to expand their teaching repertoire and shift instruction from a teacher-centered to a learner-centered perspective.

Table of Contents:
Preface     vii
Introduction     ix
The Concepts Explored in This Book     x
The Standards Used in This Book     xi
The Goal of This Book     xiii
Acknowledgments     xv
About the Author     xvii
The Integration of Mathematics, Science, Technology, and Problem-Based Learning     1
Redefining Literacy     2
Using Problem-Based Learning to Increase Literacy     6
Relating Technology to Math and Science     10
Integrating Problem-Based Learning With Cyber-Age Math and Science     13
Integrated Inquiry Project, Middle Level: Meteorology     15
Problem-Based Learning and Constructivism     25
Why Problem-Based Learning Is Brain Compatible     25
Problem-Based Learning and the Constructivist Model: The Five E's     28
Teaching in the Problem-Based Learning Classroom     33
Integrated Inquiry Project, Middle/Secondary Level: Developing Entrepreneurial Excellence     38
Aspects and Approaches of Problem-Based Learning     45
Phases of Implementation     45
Problem-Based Learning Techniques     47
New Roles for Teachers     56
Integrated Inquiry Project 1 Middle/Secondary Levels: The RollerCoaster     59
Integrated Inquiry Project 2 Secondary Level: Building Bridges     71
Planning Problem-Based Learning for the Classroom     79
Planning for Integrated Learning     79
Guidelines for Implementing a Problem-Based Learning Project     81
Questions to Promote Problem Solving     84
Integrated Inquiry Project, Multilevel: The Mississippi Delta     87
Evaluating and Assessing Problem-Based Learning     93
Alternative Assessments     94
Types of Authentic Assessment and Evaluation     96
Integrated Inquiry Project, Multilevel: Architectural Design     108
Integrating Community Learning Activities Into the Classroom     117
The National Association of Partners in Education     118
Organizational Partnerships in Education     125
Helping Experts Become Teachers     126
Community Connections: Multilevel Car Project     128
Cyber Sources for Math, Science, and Technology     137
Bibliography     143
Index     149

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