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Um die Wissensschaffung und Interaktion in ihren Gemeinschaften zu verbessern, müssen Bibliotheken die kollektiven Kenntnisse der Menschen nutzen und deren Aktivitäten und Wissen in ihre Sammlung einbeziehen. Um dies zu erreichen, hat das niederländische Ministerium für Vorstellungskraft einen neuen Arbeitsprozess entwickelt, der die Nutzung des Bibliotheksraums berücksichtigt und zu einem neuen Lehrplan für Bibliothekare und einer neuen Typologie für öffentliche Bibliotheksgebäude führen könnte. Die Übersetzung des vorliegenden Artikels wurde von Iris Réthy angefertigt. [ABSTRACT FROM AUTHOR]

Human beings have passed through different technological ages, from the Agricultural Age to the Industrial Age to the Information Age. Now, a new paradigm is developing called the "Conceptual Age," which is known as the last technological age. There are many studies about paradigm change; this article aims to integrate these studies and categorize their characteristics. One of the most famous studies on technology paradigm changing has been named the "Conceptual Age." It has been divided into seven main categories. By using meta-study method, other related studies were collected and the results were added to the base study so that the main seven senses of Conceptual Age were expanded. An expanded and integrated framework of characteristics of a new coming technological age was written that could be used as the basis for any other research on this field. [ABSTRACT FROM AUTHOR]

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Over the past fifteen year period, distance learning environments have developed from the simplistic presentation of textual and basic graphic representations of knowledge towards a flourishing focus and enhancement of the learning environment, within which real learning and understanding has the potential to successfully occur. As such, creating and sustaining communities of learning within distance learning environments has become central to the success of distance learning. A focus upon perceived and real interactive activities opens itself towards a more enhanced consideration towards making connections, creating communities of learning, and the inevitable responsibilities that are inherent within online communities of learning. Not only is the design and development of a learning environment of import, with a focus upon semiotics and metaphorical representation of the subject matter, but also of direct impact towards the success of the learner is the focus upon developing connections between the distance learner and the learning colleagues, the course instructor, the information within the learning environment, and the larger professional and personal social community as a whole. As such, the design and development of the distance learning environment is of significant import towards the success of the learner, as well as the implementation skills of the course instructor within the distance learning environment. Components of self-regulation, chunking of information, and cognitive load directly impact the success of the learner within an instructional environment, but what of the social aspects related to learner engagement and the need to develop a perception of the learner as an integral component within the learning environment community? The maturing of distance learning has given way to an emerging understanding of the importance of creating and sustaining communities of learning within distance learning environments is not only of theoretical and philosophical interest, but is now an integral consideration within distance learning. [ABSTRACT FROM AUTHOR]

The online learning environment has developed over the past ten years, so that we now have the technological framework and conceptual understanding through which to develop instructionally supportive multimedia, so as to aid in the learner's conceptual indulgence of and cognitive framework of understanding. Multimedia encompasses all forms of interactive media, such as audio, video, multimedia interactive and kinesthetic components, and virtual learning and gaming environments. This type of architectural multimedia support within online learning environments supports the reinvention of modalities of meaning within the learning environment, as supported by Vygotsky's conceptual framework of understanding theory (http://www.marxists.org/archive/vygotsky/works/comment/lois1.htm), as well as Bloom's Taxonomy (Bloom, 1984; http://www.coun.uvic.ca/learn/program/hndouts/bloom.html) that is primarily focused upon higher order thinking skills. The primary focus of online learning environments is towards supporting semiotic components of societal communications and meaning-making, but also upon the advancing shift from the Information Age towards the Conceptual Age (Pink, 2005) within the Knowledge Economy. [ABSTRACT FROM AUTHOR]

Over the past fifteen year period, online learning environments have blossomed from the simplistic presentation of knowledge towards a more enhanced conceptual framework through which real learning and understanding has the potential to successfully occur. Further, the growing interest in and enhanced growth of three-dimensional learning environments offers the opportunity towards humanizing the face of distance learning. The varying character of learning environments within today's andragogic learning environment supports the opportunity towards addressing the functions and responsibilities inherent within the learning environment, as well as the opportunity to reflect the emergence of potential opportunities towards social equity, justice and change. Engaging learners within differing learning environments, from the text-based presentation of knowledge to the multimedia-enhanced course management system and the dawning three-dimensional online learning environment, offers the opportunity towards humanizing the functions and responsibilities inherent within the learning environment and offer the emboldened emergence of social equity, jusice and change. This shift in online learning environments supports integral components of societal communications, connections and meaning-making, and supports the shift from the Information Age towards the Conceptual Age (Pink, 2005) within the Knowledge Economy. [ABSTRACT FROM AUTHOR]