<br><br><div><span class="gmail_quote">On 12/21/05, <b class="gmail_sendername">Winston Wolff</b> <<a href="mailto:winstonw@stratolab.com">winstonw@stratolab.com</a>> wrote:</span><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
Right, it seems to me the bandwidth should come from the student's own
imagination not from the worksheet. We just have to define a
worksheet and a classroom setting that can accommodate students that
take a lesson in 20 different directions.<div><br></div><div>-ww</div></blockquote><div><br>
I don't see it as either/or. Like in Uru (computer game), you
have to slow down and read ordinary text quite a bit. A high
bandwidth worksheet might send you to the library on assignment
(whether that's a "virtual library" or not depends on the context).<br>
<br>
We're also giving students tools to create these dynamic workbooks for
one another. Think of it as an art form, like movie making.<br>
<br>
Kirby<br>
<br>
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