Abstract
Faculty and students at universities face a similar challenge. Rapidly advancing technologies require that everyone become a lifelong technology learner in their discipline. A National Academy of Sciences report recently this goal as fluency with information technology.2
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Agogino, A. M., Linn, M. C.: Retaining female engineering students. Will early design experiences help? in M. Wilson (ed) NSF Directions, 5(2) (1992), pp. 8–9.
Bell, J. E., Linn, M. C. et al.: “Knowledge integration in introductory programming: CodeProbe and interactive case studies.”, in: Interactive Learning Environments 4(1) (1994), pp. 75–95.
Clancy, M. J., Linn, M. C.: Designing Pascal solutions: A case study approach, in: Principles of Computer Science (1st ed.), New York, NY (1992).
Clancy, M. J., Linn, M. C.: Designing Pascal solutions: Case studies with data structures (1st ed.), New York, NY (1996).
Hsi, S.: Facilitating knowledge integration in science through electronic discussion: The Multimedia Forum Kiosk, Unpublished doctoral dissertation, University of California, Berkeley, CA (1997).
Linn, M. C., Clancy, M. J.: The case for case studies of programming problems. Communications of the ACM, 35 (3) (1992), pp. 121–132.
Linn, M. C., Clark, H. C.: When are science projects learning opportunities? Research Matters — To the Science Teacher, National Association for Research in Science Teaching (1997), URL: http://science.coe.uwf.edu/narst/research.projects.htm
Linn, M. C., Hsi, S.: Computers, teachers, peers: Science Learning Partners, Hillsdale/NJ (in press).
Linn, M. C., diSessa, A., Pea, R. D., Songer, N. B.: Can research on science learning and instruction inform standards for science education?, in: Journal of Science Education and Technology, 3(1) (1994), pp. 7–15.
Linn, M. C., Shear, L., Beil, P., Slotta, J. D.: Organizing principles for science education partnerships: Case studies of students’ learning about “rats in space” and “deformed frogs”, in: Educational Technology Research and Development, 47(2) (1999), pp. 61–85.
Linn, M. C.: Designing the Knowledge Integration Environment: The partnership inquiry process, in: International Journal of Science Education (in press).
Schecker, H. P.: Integration of Experimenting and Modeling by Educational Technology: Examples from Nuclear Physics, in: Fraser, B., Tobin, K. (ed): International Handbook of Science Education (Vol. 1), Kluwer/The Netherlands (1998), pp. 383–398.
Snyder, L., Aho, A.V., Linn, M.C. et al: Be FIT! Being fluent with information technology, Washington/D.C. (1999).
Tufte, E. R.: Envisioning information. Chelshire, Connecticut (1990).
Tufte, E. R.: Visual explanations: Images and quantities, evidence and narrative, Chelshire/Connecticut (1997).
Wason, P. C., Johnson-Laird, P. N.: Psychology of reasoning; structure and content. Cambridge/Mass. (1972).
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2000 Betriebswirtschaftlicher Verlag Dr. Th. Gabler GmbH, Wiesbaden, und Deutscher Universitäts-Verlag GmbH, Wiesbaden
About this chapter
Cite this chapter
Linn, M.C. (2000). How can new media improve university research and instruction?. In: Anker, G., Hugl, U., Laske, S. (eds) Universitäts-entwicklung und neue Medien. Multimedia und Telekooperation. Deutscher Universitätsverlag. https://doi.org/10.1007/978-3-322-81386-2_1
Download citation
DOI: https://doi.org/10.1007/978-3-322-81386-2_1
Publisher Name: Deutscher Universitätsverlag
Print ISBN: 978-3-8244-7329-8
Online ISBN: 978-3-322-81386-2
eBook Packages: Springer Book Archive