Abstract
There has been a series of cultural and technological shifts in society that has changed the way students perceive value in information and knowledge when learning. As consumers, these students need to be shown explicitly that what they are learning is valuable. This article develops a theory and model for learning that creates an immediate and explicit value, use, and context to information and knowledge to increase student learning. In this model, information is a commodity that groups of students own and exchange for personal and group benefit creating items of social value. The computer information technology system is used to efficiently transport these items of social value, and to provide a use and simulate a context giving added value and meaning. Student learning occurs through the successful transfer, synthesis, and use of this information into knowledge in problem solving. Social solidarity from these exchanges facilitates student centered learning and peer review. Initial observations are presented along with recommendations for future work.
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