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This book explores technology-supported andragogical and
pedagogical approaches that facilitate teamwork, collaboration,
communication, and problem-solving opportunities in diverse
disciplines. Collaboration and communication skills are not
typically developed in traditional STEM instructional practices.The
purpose of the book includes expanding the learning science
research base regarding how learning principles and strategies,
including structured, collaborative, active, contextual, and
engaging instructional settings, can support foundational STEM
instruction and improve student interest and achievement. The
chapters are classified into three categories: (a) empirical
studies exploring the manner in which technology-enabled
pedagogical principles and practices facilitate student interest in
STEM courses, (b) exploration of logistical factors associated with
revisioning STEM education and (c) theoretical underpinnings and
literature review of digitally-mediated team learning. The book
showcases full-length manuscripts advancing transformative
approaches for technology-enhanced team learning within STEM
disciplines. Contributions have been sought from interdisciplinary
researchers, developers, and educators who engage in the research,
development, and practice of adaptable digital environments for
highly-effective, rewarding, and scalable team-based and
collaborative learning. These include such topics as real-time
tools for teams in classroom settings; learning analytics;
effective technology-enabled pedagogies; and technology-enabled,
collaborative, pedagogical approaches to broaden participation in
STEM disciplines. Promising approaches and technologies to advance
digitally-mediated team and collaborative learning are explored
including learning analytics to form effective learning teams.
Further, innovative cyber-assisted observation approaches for
diagnostic/assessment observation and interaction with student
teams, educational data mining of large volumes of collected data,
and leveraging. The book will be of interest to Higher Education
Faculty in STEM, Learning Scientist, and K-12 educators and
learning coaches.
This book explores technology-supported andragogical and
pedagogical approaches that facilitate teamwork, collaboration,
communication, and problem-solving opportunities in diverse
disciplines. Collaboration and communication skills are not
typically developed in traditional STEM instructional practices.The
purpose of the book includes expanding the learning science
research base regarding how learning principles and strategies,
including structured, collaborative, active, contextual, and
engaging instructional settings, can support foundational STEM
instruction and improve student interest and achievement. The
chapters are classified into three categories: (a) empirical
studies exploring the manner in which technology-enabled
pedagogical principles and practices facilitate student interest in
STEM courses, (b) exploration of logistical factors associated with
revisioning STEM education and (c) theoretical underpinnings and
literature review of digitally-mediated team learning. The book
showcases full-length manuscripts advancing transformative
approaches for technology-enhanced team learning within STEM
disciplines. Contributions have been sought from interdisciplinary
researchers, developers, and educators who engage in the research,
development, and practice of adaptable digital environments for
highly-effective, rewarding, and scalable team-based and
collaborative learning. These include such topics as real-time
tools for teams in classroom settings; learning analytics;
effective technology-enabled pedagogies; and technology-enabled,
collaborative, pedagogical approaches to broaden participation in
STEM disciplines. Promising approaches and technologies to advance
digitally-mediated team and collaborative learning are explored
including learning analytics to form effective learning teams.
Further, innovative cyber-assisted observation approaches for
diagnostic/assessment observation and interaction with student
teams, educational data mining of large volumes of collected data,
and leveraging. The book will be of interest to Higher Education
Faculty in STEM, Learning Scientist, and K-12 educators and
learning coaches.
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