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BOOK REVIEWS

机译：书评

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In The Age of Spiritual Machines (1999), Ray Kurzweil, author, futurist, inventor, and Google's director of engineering predicted that by the year 2019, most teaching will occur through intelligent, adaptive software presented by virtual instructors-that human teachers would be relegated to the role of counselor and mentor. Five years away from the milestone, Cook and Grant-Davie's collection of essays, Online Education 2.0: Evolving, Adapting, and Reinventing Online Technical Communication, indicates that while online learning opportunities have become commonplace on most university campuses, the current state of eleaming in Technical Communication has not evolved to the point that those of us who teach for a living need live in fear of Kurzweil's prediction. A follow-up to their 2005 work entitled Online Education: Global Questions, Local Answers (which dealt with questions of developing and launching online courses), Online Education 2.0, is concerned with "creating communities and collaborating with others to sustain online programs and courses" (p. 4). Contributors were asked to address three questions, the first concerning whether online education has moved beyond theory to praxis, the second concerning the impact of the economic downturn on online programs, and third concerning the impact and integration of new technologies on elearning that have emerged in recent years.
机译：在《精神机器的时代》（1999）中，作者，未来主义者，发明家，谷歌工程总监雷·库兹韦尔（Ray Kurzweil）预测，到2019年，大部分教学将通过虚拟讲师提供的智能，自适应软件进行，即人类老师将成为降级为辅导员和导师。库克和格兰特·戴维的论文集《在线教育2.0：不断发展，适应和重塑在线技术交流》距离这一里程碑还有五年的时间，这表明尽管在线学习机会已在大多数大学校园中变得司空见惯，但目前的学习环境正在逐步发展。技术交流还没有发展到这样的程度：我们中那些以谋生为生的人生活在恐惧库兹韦尔的预言之中。他们2005年题为“在线教育：全球问题，本地答案（处理开发和启动在线课程的问题）”的在线教育2.0的后续活动，关注的是“创建社区并与他人合作以维持在线课程和课程”（第4页）。要求贡献者解决三个问题，第一个问题是关于在线教育是否已从理论转向实践，第二个问题是经济衰退对在线课程的影响，第三个问题是新技术对电子学习的影响和整合。最近几年。

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