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This book presents innovative instructional interventions designed
to support inquiry project-based learning as an approach to equip
students with 21st century skills. Instructional techniques include
collaborative team-based teaching, social constructivist game
design and game play, and productive uses of social media such as
wikis and other online communication affordances. The book will be
of interest to researchers seeking a summary of recent empirical
studies in the inquiry project-based learning domain that employ
new technologies as constructive media for student synthesis and
creation. The book also bridges the gap between empirical works and
a range of national- and international-level educational standards
frameworks such as the P21, the OECD framework, AASL Standards for
the 21st Century Learner, and the Common Core State Standards in
the US. Of particular interest to education practitioners, the book
offers detailed descriptions of inquiry project-based learning
interventions that can be directly reproduced in today's schools.
Further, the book provides research-driven guidelines for the
evaluation of student inquiry project-based learning. Lastly, it
offers education policymakers insight into establishing anchors and
spaces for applying inquiry project-based learning opportunities
for youth today in the context of existing and current education
reform efforts. The aim of this book is to support education
leaders', practitioners' and researchers' efforts in advancing
inspiring and motivating student learning through transformative
social constructivist inquiry-based knowledge-building with
information technologies. We propose that preparing students with
inquiry mindsets and dispositions can promote greater agency,
critical thinking and resourcefulness, qualities needed for
addressing the complex societal challenges they may face.
This book presents innovative instructional interventions designed
to support inquiry project-based learning as an approach to equip
students with 21st century skills. Instructional techniques include
collaborative team-based teaching, social constructivist game
design and game play, and productive uses of social media such as
wikis and other online communication affordances. The book will be
of interest to researchers seeking a summary of recent empirical
studies in the inquiry project-based learning domain that employ
new technologies as constructive media for student synthesis and
creation. The book also bridges the gap between empirical works and
a range of national- and international-level educational standards
frameworks such as the P21, the OECD framework, AASL Standards for
the 21st Century Learner, and the Common Core State Standards in
the US. Of particular interest to education practitioners, the book
offers detailed descriptions of inquiry project-based learning
interventions that can be directly reproduced in today's schools.
Further, the book provides research-driven guidelines for the
evaluation of student inquiry project-based learning. Lastly, it
offers education policymakers insight into establishing anchors and
spaces for applying inquiry project-based learning opportunities
for youth today in the context of existing and current education
reform efforts. The aim of this book is to support education
leaders', practitioners' and researchers' efforts in advancing
inspiring and motivating student learning through transformative
social constructivist inquiry-based knowledge-building with
information technologies. We propose that preparing students with
inquiry mindsets and dispositions can promote greater agency,
critical thinking and resourcefulness, qualities needed for
addressing the complex societal challenges they may face.
Technology-enhanced, collaborative and blended learning settings
can promote more effective approaches to teaching, learning and
assessment when context, agency and individual characteristics are
taken into account. This book presents critical insight into the
theoretical and practical progress made towards establishing
effective, valid and reliable strategies for using and evaluating
such approaches, and the challenges and implications of doing so.
Topics explored include technology-enhanced learning and student
evaluations; student engagement and the perception of teaching
quality; instructional design and assessment strategies; blended
network and mobile technologies for enriching learning and for
monitoring and assessment; and the motivations of students to
engage with evaluation. Contributors examine issues such as the
underlying variabilities in student evaluation of teaching; the
implications of inherited cultural and pedagogic practices for
educators using collaborative and blended learning; and the
international empirical progress in research to understand and
measure interactions between cognition, successful learning, and
individual difference in technology-augmented settings. This book
will be an essential resource for international researchers and
undergraduate and postgraduate students wishing to gain a deeper
understanding of the leading perspectives and insights into
technology enhanced, blended and collaborative learning, as well as
for practitioners and policy makers interested in technology
applications in education and training in varied pedagogical and
cultural settings. This book was originally published as a special
issue of Educational Research and Evaluation.
Technology-enhanced, collaborative and blended learning settings
can promote more effective approaches to teaching, learning and
assessment when context, agency and individual characteristics are
taken into account. This book presents critical insight into the
theoretical and practical progress made towards establishing
effective, valid and reliable strategies for using and evaluating
such approaches, and the challenges and implications of doing so.
Topics explored include technology-enhanced learning and student
evaluations; student engagement and the perception of teaching
quality; instructional design and assessment strategies; blended
network and mobile technologies for enriching learning and for
monitoring and assessment; and the motivations of students to
engage with evaluation. Contributors examine issues such as the
underlying variabilities in student evaluation of teaching; the
implications of inherited cultural and pedagogic practices for
educators using collaborative and blended learning; and the
international empirical progress in research to understand and
measure interactions between cognition, successful learning, and
individual difference in technology-augmented settings. This book
will be an essential resource for international researchers and
undergraduate and postgraduate students wishing to gain a deeper
understanding of the leading perspectives and insights into
technology enhanced, blended and collaborative learning, as well as
for practitioners and policy makers interested in technology
applications in education and training in varied pedagogical and
cultural settings. This book was originally published as a special
issue of Educational Research and Evaluation.
Given the limited budgets of schools, educators, and school
librarians, free and open source tools for learning are more
important than ever. Essentially, wikis are easily accessible
webpages for creating, browsing, and searching through information,
making them ideal vehicles for teaching and collaboration. In this
pathbreaking collection, theoreticians and practitioners from a
range of international settings explore how wikis are being used to
create learning experiences in a variety of educational
environments, from grade schools through universities. Offering
numerous hands-on examples of using collaborative webpages with
learners, this book gives teachers, educators, and instructor
librarians a theoretical overview of the concept of web-based
collaboration and the social implications of the participative web
written by Mark Guzdial, a pioneer in using wikis in education; an
understanding of how wiki-engines function as a flexible tool for
collaboratively creating, linking, revising and regrouping
hypertext content; pragmatic guidelines for the educational use and
application of wikis, including applications as e-learning
management systems, informational resource libraries, online
tutorials, maker community project creation, and digital asset file
management; strategies for setting up a learning unit the "Wiki
Way" and choosing the most appropriate and suitable wiki-engine in
a particular education setting; coverage of two different
scaffolding models for learning scenarios which have been
implemented and tested in the US, Germany, Hong Kong, and China.
Enabling readers to see how wikis' content and content creation
processes can be harnessed for instructional design, this
collection represents an important advance in improving education
through collaborative technologies.
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