00879cam1 22002531 450 SOBE0004102220140305132733.020140305g00009999|||||ita|0103 bafregrcFRRhétoriqueAristoteParisLes belles lettresv.20 cmCollection des Universités de France001LAEC000189702001 *Collection des Universités de France001SOBE000410182000 <<1:>>1 / Aristote ; texte établi et traduit par Médéric Dufour001SOBE000410242000 <<2:>>Livre 2. / Aristote ; texte établi et traduit par Médéric DufourAristotelesAF000114890704207ITUNISOB20140305RICASOBE00041022M 102 Monografia moderna SBNMRhetorica16655UNISOB02659nam 22004695 450 991025496470332120240314154813.09781137549433113754943210.1057/978-1-137-54943-3(CKB)3710000000881803(EBL)4716447(DE-He213)978-1-137-54943-3(MiAaPQ)EBC4716447(Perlego)3487246(EXLCZ)99371000000088180320160830d2016 u| 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierUniversities, Disruptive Technologies, and Continuity in Higher Education The Impact of Information Revolutions /by Gavin Moodie1st ed. 2016.New York :Palgrave Macmillan US :Imprint: Palgrave Macmillan,2016.1 online resource (282 p.)Description based upon print version of record.9781137549426 1137549424 Includes bibliographical references and index.Chapter 1 Changing Universities -- Chapter 2 Students and Society -- Chapter 3 Libraries -- Chapter 4 Curriculum -- Chapter 5 Pedagogical Change -- Chapter 6 Lectures -- Chapter 7 Assessment -- Chapter 8 Advancing Knowledge -- Chapter 9 Disseminating Knowledge -- Chapter 10 Progress and Prospects. .This book seeks to understand the effects of the current information revolution on universities by examining the effects of two previous information revolutions: Gutenberg’s invention and proof of printing in 1450 and the Scientific Revolution from the mid- fifteenth to the end of the seventeenth century. Moodie reviews significant changes since the early modern period in universities’ students, libraries, curriculum, pedagogy, lectures, assessment, research, and the dissemination of these changes across the globe. He argues that significant changes in the transmission and dissemination of disciplinary knowledge are shaped by the interaction of three factors: financial, technological, and physical resources; the nature, structure and level of knowledge; and the methods available for managing knowledge.Education, HigherHigher EducationEducation, Higher.Higher Education.370Moodie Gavinauthttp://id.loc.gov/vocabulary/relators/aut952158BOOK9910254964703321Universities, Disruptive Technologies, and Continuity in Higher Education2511380UNINA