scholarly journals NEUROSCIENCE, WORLD WIDE WEB AND READING CURRICULUM

2012 ◽  
Vol 46 (1) ◽  
pp. 66-73
Author(s):  
Metka Kordigel Aberšek
Keyword(s):  
World Wide Web ◽  
New Media ◽  
Cognitive Skills ◽  
World Wide ◽  
Deductive Reasoning ◽  
Spatial Skills ◽  
Online Reading ◽  
Reading Curriculum ◽  
Literature Reading ◽  
Visual Spatial

Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students’ cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking Key words: cognitive skills, linear reading, neuroscience, reading curriculum, reflexive reading of fiction, World Wide Web.

Transpersonal Experiences in Childhood: An Exploratory Empirical Study of Selected Adult Groups

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1135-1153 ◽  
Author(s):  
Harry T. Hunt ◽  
Sheryl Shearing-Johns ◽  
Arlene Gervais ◽  
Fred Travis
Keyword(s):  
Cognitive Skills ◽  
Mystical Experience ◽  
Childhood And Adolescence ◽  
Spatial Skills ◽  
Body Experience ◽  
Transpersonal Experience ◽  
Visual Spatial ◽  
Out Of Body Experience ◽  
Transpersonal Experiences ◽  
Meditative Practice

A questionnaire was developed to assess adult recall for a range of transpersonal experiences throughout childhood and adolescence (mystical experience, out-of-body experience, lucid dreams, archetypal dreams, ESP), as well as nightmares and night terrors as indicators of more conflicted, negative states. In two exploratory studies this questionnaire was administered to subjects with high estimated levels of early transpersonal experiences and practising meditators, with respective undergraduate controls. A cognitive skills/precocity model of early transpersonal experience was contrasted with a vulnerability of self model by comparisons of these groups on questionnaire categories, imaginative absorption, neuroticism, and visual-spatial skills, with some support found for both models depending on experience type, age of estimated recall, and adult meditative practice.

scholarly journals Analysis of E-marketing Strategies

2011 ◽  
Vol 4 (14) ◽  
pp. 201-208 ◽  
Author(s):  
Jamal Hasan
Keyword(s):  
World Wide Web ◽  
New Media ◽  
World Wide ◽  
Marketing Strategies ◽  
Internet Usage ◽  
The Internet ◽  
Traditional Media ◽  
Wide Range ◽  
The World ◽  
User Centric

Analysis of E-marketing Strategies The Internet has led to an increasingly connected environment, and the growth of Internet usage has resulted in declining distribution of traditional media: television, radio, newspapers and magazines. Marketing in this connected environment and the use of that connectivity to market is e-marketing. E-Marketing embraces a wide range of strategies, but what underpins successful e-marketing is a user-centric and cohesive approach to these strategies. While the Internet and the World Wide Web have enabled what we call New Media, the theories that led to the development of the Internet have been developed since the 1950s. This paper focuses on only e-marketing strategies, not the plan of e-marketing.

WebQuest: Using WWW and interactive simulation games in the classroom

First Monday ◽  
1996 ◽  
Author(s):  
Corrina Perrone ◽  
Alexander Repenning ◽  
David Clark
Keyword(s):  
World Wide Web ◽  
New Media ◽  
Undergraduate Students ◽  
World Wide ◽  
Interactive Simulation ◽  
Simulation Games ◽  
The World ◽  
Teachers And Students ◽  
New Research ◽  
The Web

The World Wide Web is widely considered a successful new media for communication of ideas, a hotbed for commerce, and, more quietly, a new research media that can bring hundreds of gigabytes of useful information to classrooms around the world. However, without a structuring mechanism that allows focus on specific learning domains, the usefulness of the WWW to students is questionable. The huge information "cyberspace" is, to our children, more like having 500 channels of TV. Surfing the WWW is largely a passive consumer activity, multimedia and java applets notwithstanding. We have found that the effectiveness of the WWW as a learning tool can be significantly increased by combining it with constructive tools. This paper presents WebQuest, a system combining the WWW with the notion of an interactive quest game. Using WebQuest, students not only read information on the WWW, but learn to think critically about it as they use it to construct educational simulation games about the themes of their research. They set up complex worlds containing interesting objects obtained by navigating tricky obstacles and landscapes. These objects are needed to solve a quest, or go on to a new level. This approach offers several learning opportunities to students using the World Wide Web. Students can be players or authors of quest games. As players, students learn by finding websites and forming answers to questions to acquire important objects needed to progress through and finish the game. Authors learn by creating the worlds, formulating challenging yet solvable questions, and providing (or not) helpful hints and clues to lead players to sites on the web that will answer the questions. Both players and authors use the quest game-either by constructing or by playing-to focus their research on the web. Used by multiple groups in the same classroom, a dialog is started between authors and players, which facilitates reflective learning. Players help authors to understand what works and what doesn't in a learning game; how much information should be given in a clue, which questions are good or bad, and perhaps provide new topic-related websites. In this paper, WebQuest is described, the roles of teachers and students in the classroom are outlined, and we present our initial classroom tests with middle school, high school, and undergraduate students. We conclude with a description of WebQuest's future development.

scholarly journals Why should we care about science books?

2007 ◽  
Vol 06 (01) ◽  
pp. C03 ◽  
Author(s):  
Bruce Lewenstein
Keyword(s):  
World Wide Web ◽  
Open Access ◽  
New Media ◽  
Information Needs ◽  
World Wide ◽  
Cutting Edge ◽  
Public Discussion ◽  
The Public ◽  
Online Journals ◽  
The World

Why should we care about science books? After all, we live in a "new media" world where students, researchers, and the public use the World Wide Web for all their information needs. Cutting edge research appears on "preprint archives" or "open access" online journals, text"books" appear as online sites with interactive presentations and links to presentation, for creating public discussion and dialogue, and even for archiving current research. In that kind of world, what’s the purpose of looking at "old fashioned" books?

Complexity and Collaboration

2017 ◽  
Author(s):  
Sharon Leon
Keyword(s):  
World Wide Web ◽  
New Media ◽  
Public History ◽  
World Wide ◽  
Digital Environment ◽  
The Public ◽  
The World ◽  
Conference Papers ◽  
The Web

Since the popular emergence of the World Wide Web in the early 1990s, nothing has been clearer about the digital environment than that it changes at a breakneck pace, making it a constant challenge of adaptation for content providers. Public historians who may have come of age in the context of writing either concise wall labels for the public or extended scholarly articles and conference papers for their fellow historians might find the pace and the level of flexibility and interactivity of the Web disconcerting, but in the end, the advantages for the practice of public history are extensive. Breaking the constraints of a physical site by effectively using the Web leaves public historians constrained only by their time, resources, and imagination. This chapter deals specifically with the various modes of communication that are available to public historians through the use of new media.

Motivations and Perceptions Related to the Acceptance of Convergent Media Delivered through the World Wide Web

2002 ◽  
pp. 116-126 ◽  
Author(s):  
Thomas F. Stafford ◽  
Marla Royne Stafford ◽  
Neal G. Shaw
Keyword(s):  
World Wide Web ◽  
New Media ◽  
Technology Acceptance ◽  
World Wide ◽  
Single Channel ◽  
New Technology ◽  
The Media ◽  
Acceptance Model ◽  
Time Warner ◽  
Media Delivery

The convergence of entertainment and communications media in broadband World Wide Web delivery channels promises to provide modern consumers with a wealth of information and data utilities in the home. Best evidenced by the impending synthesis of media content and media delivery in the form of the AOL/Time Warner merger, this developing innovation of a single-channel rich content information utility in the household suggests the need for understanding the complex and diverse motivations attendent to the adoption of new media and new technology merged into a single commercial entity. The purpose of this chapter is to examine the well-understood technology adoption precepts of the technology acceptance model (cf., Davis, 1989; Venkatesh & Davis, 1996; 2000) in concert with the media-use motivation theories arising from adaptation of the uses and Gratifications (U&G) perspective, with particular emphasis on the emerging effects of social gratifications for Internet use.

Internet Addiction: Ein Literaturüberblick

2002 ◽  
Vol 48 (1) ◽  
pp. 29-46 ◽  
Author(s):  
Ralf Demmel
Keyword(s):  
World Wide Web ◽  
Internet Addiction ◽  
World Wide ◽  
Psychische Störungen ◽  
Online Gambling ◽  
Online Relationships ◽  
E Mail

Zahlreiche Falldarstellungen sowie die Ergebnisse einer Reihe empirischer Untersuchungen lassen vermuten, dass die exzessive Nutzung von Onlinediensten mit erheblichen Beeinträchtigungen der Lebensführung einhergehen kann. In der Literatur wird oftmals auf Ähnlichkeiten zwischen der sog. <I>Internet Addiction</I> einerseits und Abhängigkeitserkrankungen oder Störungen der Impulskontrolle andererseits hingewiesen. Die Validität des Konstrukts ist jedoch umstritten. In Abhängigkeit von der jeweiligen Symptomatik können verschiedene Subtypen der Internet»sucht« beschrieben werden:<I><OL><LI>addiction to online sex, <LI>addiction to online gambling, <LI>addiction to online relationships, <LI>addiction to web cruising and e-mail checking</I> und <I><LI>addiction to multi-user dungeons.</OL></I> Zur Prävalenz der Internet»sucht« in der Allgemeinbevölkerung liegen bislang keine zuverlässigen Schätzungen vor. Verschiedene Personenmerkmale (Alter, Geschlecht, psychische Störungen etc.) sowie spezifische Merkmale der verschiedenen Onlinedienste (Anonymität, Ereignishäufigkeit etc.) scheinen das Risiko einer exzessiven und somit möglicherweise schädlichen Nutzung zu erhöhen. Die vorliegenden Daten sind widersprüchlich und erlauben lediglich vorläufige Schlussfolgerungen, da sich die Soziodemographie der Nutzer innerhalb weniger Jahre deutlich verändert hat und darüber hinaus hinsichtlich der Nutzung des World Wide Web nach wie vor erhebliche geographische Ungleichheiten vorausgesetzt werden müssen. Vor dem Hintergrund erheblicher Forschungsdefizite einerseits und zahlreicher »Schnittstellen« andererseits erscheint es naheliegend und dringend notwendig, dass die Forschung auf diesem Gebiet künftig in weitaus stärkerem Maße als bislang von den Fortschritten anderer Disziplinen profitiert. Aufgabe empirischer Forschung sollte neben der Entwicklung reliabler und valider Erhebungsinstrumente und der Durchführung aufwändiger Längsschnittstudien an repräsentativen Zufallsstichproben die Formulierung evidenz-basierter Behandlungsempfehlungen sein.

Zum Navigationsverhalten von Anfängern im World Wide Web 1An diesem Projekt, das vom Erstautor betreut wurde, waren neben dem Zweitautor die Studentinnen Ulrike Albrecht und Pamela Klinke beteiligt, denen beide Autoren für ihre engagierte Mitwirkung bei der Versuchsdurchführung und -auswertung herzlich danken.

1999 ◽  
Vol 43 (1) ◽  
pp. 46-54 ◽  
Author(s):  
Hartmut Wandke ◽  
Jörn Hurtienne
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Sind Eine

Zusammenfassung. Das World Wide Web (WWW) entwickelte sich zum umfangreichsten und am häufigsten genutzten Teil des Internets. In einer empirischen Studie wurde untersucht, wie Anfänger bei der Informationsrecherche im WWW vorgehen. Die Vorgehensweise der Benutzer wurde protokolliert. Es zeigte sich, daß sie mit zunehmender Komplexität der Suchaufgaben bedeutend mehr zusätzliche Schritte benötigen, häufiger Hilfe benötigen und Schwierigkeiten bei der Orientierung im Netz haben. Die Benutzer navigieren hauptsächlich mit Hilfe von inhaltlichen Links auf das vermutete Ziel hin und mit den BACK- und HOME-Funktionen des Browser zurück. Bestimmte Seiten werden oft wiederholt angesteuert. Ein großer Teil des Navigationsverhaltens ist durch unmittelbare Hin- und Zurückbewegungen gekennzeichnet. Die Suche nach Links auf einer WWW-Seite verläuft oft nicht optimal. Ursachen sind: eine selbstabbrechende Suche bei nur teilweiser Übereinstimmung zwischen Ziel- und Linkinformation und der Verzicht auf das Scrollen längerer Seiten. Aus den Ergebnissen können Schlußfolgerungen für die Gestaltung der Struktur von Informationsangeboten auf einzelnen WWW-Servern und für das Layout von WWW-Seiten gezogen werden.

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