Worse, they learn nothing from past work. Institutional knowledge lives in textbooks and the minds of a few experts. None of it is captured in the tools themselves.
传统电磁仿真工具的致命缺陷在于“不可累积性”。每一次数值求解都是从零开始的暴力计算，专家的隐性知识被白白浪费。引入基础模型的核心逻辑，正是将沉淀在人脑中的机构知识内化为模型表征，实现知识的复利增长，突破人类直觉和算力双重瓶颈。
Or, in Lallemant’s words: ‘I can say in truth that, asregards intelligence, they are in no wise inferior to Europeans and tothose who dwell in France. I would never have believed that, withoutinstruction, nature could have supplied a most ready and vigorouseloquence, which I have admired in many Hurons; or more clear-sightedness in public affairs, or a more discreet management inthings to which they are accustomed.’25
How do we go from such varied statements from Jesuits which entered the popular discourse to the complete erasure of this knowledge in subsequent generations. Was the greed for land and power so great?
Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach
This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Distance Education Trends: Integrating new technologies to foster student interaction and collaboration
This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)