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'''Context-based learning''', CBL, refers to the use of real-life and fictitious examples in [[teaching]] environments in order to learn through the actual, practical experience with a subject rather than just its mere [[theory|theoretical]] parts. In the [[United Kingdom|UK]], CBL is often referred to as ''the Salters' approach''<ref>Campbell, B., Lazonby, J., Nicholson, P., Ramsden, J. and Waddington, D. (1994) Science: the Salters' Approach; a case study of the process of large-scale curriculum development, Science Education, 78 (5), 415-447, 1994</ref> due to the efforts of the [[Salters' Company]] in creating teaching material in the field of [[chemistry]]. It can be generalized as: "The most important single factor influencing learning is the active engagement of the learner with the material. Obtain this - and teach by whatever methods retain this engagement.".<ref>Yam, H; Department of Physics, The Chinese University of Hong Kong; http://www.hk-phy.org/contextual/approach/tem/brief_e.html</ref>
==Internet Studies==
Technology education has widened to include interdisciplinary studies on the effects of the Internet.
[[PSCI 0307]], or The Politics of Virtual Realities is one of the first undergraduate courses in the US to investigate the political, legal, and normative implications of the Internet for liberal democracy. The course is taught at [[Middlebury College]] by political scientist Dr. [[Allison Stanger]] <ref>Middlebury College Catalog Entry. http://catalog.middlebury.edu/offerings/view/catalog/catalog%2FMCUG/offering/section%2F201120%2F21966 </ref>.
==References==
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