Information Technology Reference
In-Depth Information
3 Direct Execution for Making the Abstract Concrete
There are paramount potentials of the deployment of modern technologies for
new ways of learning. Nowadays, information and communication technologies
are often seen as a basis for replicating concrete learning targets in virtual worlds
to allow for risk-free frequently repeated inspections and explorations. In a sense,
the concrete real is represented by means of the concrete virtual. Manipulations
of the virtual are expected to contribute to a better understanding of the real,
perhaps, even to mastering the real.
By means of digital media technologies, humans are able to learn and/or train
concrete knowledge and skills, respectively, if the digital environment allows for
really doing it. You may really learn manage scarce resources by doing so in a
virtual world, you may also train your language reading and writing skills by
doing so digitally, and with some more advanced technologies you may also train
your pronunciation by really talking to the digital system. But you will never
learn to swim, to ride a bike, or to sail a boat by manipulating a digital system.
There is the key question for the relation between the real and the virtual [17].
But what about the abstract? Every direct manipulation, in general, and every
direct execution, in particular, is concrete.
It is an indication of the power and the reach of Webble technology for tech-
nology enhanced learning that even extremely abstract learning contents may
be mastered by means of some appropriate memetic implementation [5].
Fig. 4.
Basic functions and operations of the theory of effective computability (left)
and some primitive recursive definition immediately before and after completion (right)
One of the diculties of studying highly abstract topics is that pondering
involved problems usually requires lengthy and intriguing thought operations.
There is not much you can touch play with. The theory of effective computability
is such a domain [20], [26].
As illustrated by means of figure 4, Webbles allow for playful exploration of
computability. In the screenshot on the right, there is some construction not yet
completed. As soon as the missing Webble is inserted, it does some calculation.
