Deep Learning for a Digital Age: Technology's Untapped Potential to Enrich Higher Education

By Van B. Weigel

In this timely book, Weigel presents an innovative and effective framework for e-learning in higher education that can be woven into the fabric of classroom-based education to better cultivate connection and collaboration between students and educators. Written for presidents, deans, trustees, faculty, and distance education providers, this book outlines a dynamic new approach to distance learning and shows that the ability to manage knowledge, rather than just accumulate it, should be the chief priority of higher education in a technological world. The author decries the use of distance education to simply expand enrollments and demonstrates how effective education can connect knowledge across fields and age levels rather than segmenting it. He also shows how the rich resources of the Internet can be plumbed creatively to add depth and meaning to the college curriculum and to immerse learners, whether in the classroom or at a distance, in a continuum of knowledge and experience.

• Format: Hardcover
• Language: English
• ISBN: 0787956139
• ISBN13: 9780787956134
• Release Date: October 2001
• Publisher: Jossey-Bass
• Length: 208 Pages
• Weight: 0.55 lbs.
• Dimensions: 9.6" x 0.7" x 7.3"

Customer Reviews

Van is the MAN!!!!

Van B. Weigel has done it again!!! This book is incredeible!!! My method of teaching will never be the same. I recomend this book to anyone, even if you are not a professor. YOU WILL NOT BE DISAPOINTED!!!

Great for Educators and Administrators

This book represents a modern view of technology. The author describes how to use technology to enhance learning. He gives practical advice to help educators and administrations set realistic goals. Too often, technology is implemented as an addition to educational goals rather than in support of these goals. Weigel examines different educational technologies and highlights factors that you should consider before implementation.

Focus on quality, not revenue potential, of online learning.

This book emphasizes one of the most important issues confronting colleges and universities as they plan for online learning: the quality of the experience for the learner. Positing that an increasingly robust contemporary infrastructure (human and technical) can deepen learning and teaching beyond what's possible, even in many face-to-face environments, Weigel rightfully cautions higher education to keep its eye on the real prize -- educational depth and richness -- rather than the false and conflicting fantasy of commercial windfall. Eloquently written and soundly argued, this volume is a sensible guide for educators, administrators and policy-makers in dealing with the confused new world of electronically networked learning.