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Showing 1 - 7 of 7 matches in All Departments
Highlighting and illustrating several important and interesting
theoretical trends that have emerged in the continuing development
of instructional technology, this book's organizational framework
is based on the notion of two opposing camps. One evolves out of
the intelligent tutoring movement, which employs
artificial-intelligence technologies in the service of student
modeling and precision diagnosis, and the other emerges from a
constructivist/developmental perspective that promotes exploration
and social interaction, but tends to reject the methods and goals
of the student modelers. While the notion of opposing camps tends
to create an artificial rift between groups of researchers, it
represents a conceptual distinction that is inherently more
interesting and informative than the relatively meaningless divide
often drawn between "intelligent" and "unintelligent" instructional
systems.
"Video Research in the Learning Sciences "is a comprehensive
exploration of key theoretical, methodological, and technological
advances concerning uses of digital video-as-data in the learning
sciences as a way of knowing about learning, teaching, and
educational processes. The aim of the contributors, a community of
scholars using video in their own work, is to help usher in video
scholarship and supportive technologies, and to mentor video
scholars, so that video research will meet its maximum potential to
contribute to the growing knowledge base about teaching and
learning.
Highlighting and illustrating several important and interesting
theoretical trends that have emerged in the continuing development
of instructional technology, this book's organizational framework
is based on the notion of two opposing camps. One evolves out of
the intelligent tutoring movement, which employs
artificial-intelligence technologies in the service of student
modeling and precision diagnosis, and the other emerges from a
constructivist/developmental perspective that promotes exploration
and social interaction, but tends to reject the methods and goals
of the student modelers. While the notion of opposing camps tends
to create an artificial rift between groups of researchers, it
represents a conceptual distinction that is inherently more
interesting and informative than the relatively meaningless divide
often drawn between "intelligent" and "unintelligent" instructional
systems.
Interdisciplinary Collaboration calls attention to a serious need to study the problems and processes of interdisciplinary inquiry, to reflect on the current state of scientific knowledge regarding interdisciplinary collaboration, and to encourage research that studies interdisciplinary cognition in relation to the ecological contexts in which it occurs. It contains reflections and research on interdisciplinarity found in a number of different contexts by practitioners and scientists from a number of disciplines and several chapters represent attempts by cognitive scientists to look critically at the cognitive science enterprise itself. Representing all of the seven disciplines listed in the official logo of the Cognitive Science Society and its journal--anthropology, artificial intelligence, education, linguistics, neuroscience, philosophy, and psychology--this book is divided into three parts: *Part I sets the stage by providing three broad overviews of literature and theory on interdisciplinary research and education. *Part II examines varied forms of interdisciplinarity in situ rather than the more traditional macrolevel interview or survey approaches to studying group work. *Part III consists of noted cognitive scientists who reflect on their experiences and turn the analytical lenses of their own disciplines to the critical examination of cognitive science itself as a case study in interdisciplinary collaboration. Interdisciplinary Collaboration is intended for scholars at the graduate level and beyond in cognitive science and education.
Interdisciplinary Collaboration calls attention to a serious need to study the problems and processes of interdisciplinary inquiry, to reflect on the current state of scientific knowledge regarding interdisciplinary collaboration, and to encourage research that studies interdisciplinary cognition in relation to the ecological contexts in which it occurs. It contains reflections and research on interdisciplinarity found in a number of different contexts by practitioners and scientists from a number of disciplines and several chapters represent attempts by cognitive scientists to look critically at the cognitive science enterprise itself. Representing all of the seven disciplines listed in the official logo of the Cognitive Science Society and its journal--anthropology, artificial intelligence, education, linguistics, neuroscience, philosophy, and psychology--this book is divided into three parts: *Part I sets the stage by providing three broad overviews of literature and theory on interdisciplinary research and education. *Part II examines varied forms of interdisciplinarity in situ rather than the more traditional macrolevel interview or survey approaches to studying group work. *Part III consists of noted cognitive scientists who reflect on their experiences and turn the analytical lenses of their own disciplines to the critical examination of cognitive science itself as a case study in interdisciplinary collaboration. Interdisciplinary Collaboration is intended for scholars at the graduate level and beyond in cognitive science and education.
Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. * Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work * Reveals Vygotsky s connection with the work of contemporary philosophers such as Brandom and McDowell * Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky s ideas were central * Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work * Shows the relevance of Brandom s inferentialism for contemporary educational theory and practice
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