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There is currently a rapidly growing interest in inquiry learning
and an emerging consensus among researchers that, particularly when
supported by technology, it can be a significant vehicle for
developing higher order thinking skills. Inquiry learning methods
also offer learners meaningful and productive approaches to the
development of their knowledge of the world, yet such methods can
present significant challenges for teachers and students.
Orchestrating Inquiry Learning addresses the key challenge of how
to resource and support processes of inquiry learning within and
beyond the classroom. It argues that technological support, when
coupled with appropriate design of activities and management of the
learning environment, can enable inquiry learning experiences that
are engaging, authentic and personally relevant.This edited
collection of carefully integrated chapters brings together, for
the first time; work on inquiry learning and orchestration of
learning. Drawing upon a broad range of theoretical perspectives,
this book examines: Orchestration of inquiry learning and
instruction Trajectories of inquiry learning Designing for inquiry
learning Scripting personal inquiry Collaborative and collective
inquiry learning Assessment of inquiry learning Inquiry learning in
formal and semi-formal educational contexts Orchestrating Inquiry
Learning is essential reading for all those concerned with
understanding and promoting effective inquiry learning. The book is
aimed at an international audience of researchers, post-graduate
students, and advanced undergraduates in education, educational
technology and psychology. It will also be of interest to
educational practitioners and policy makers, including teachers,
educational advisors, teacher-students and their trainers.
* Fascinating cross-disciplinary work encompassing, AI, cognitive
science, learning science, creative writing and thinking skills *
Explores the role of the next wave of AI in creativity, education,
literature and literacy * Written by experts in computing,
education and creative writing * Explores the cutting edge and the
limits of simulations of human creativity
* Fascinating cross-disciplinary work encompassing, AI, cognitive
science, learning science, creative writing and thinking skills *
Explores the role of the next wave of AI in creativity, education,
literature and literacy * Written by experts in computing,
education and creative writing * Explores the cutting edge and the
limits of simulations of human creativity
There is currently a rapidly growing interest in inquiry learning
and an emerging consensus among researchers that, particularly when
supported by technology, it can be a significant vehicle for
developing higher order thinking skills. Inquiry learning methods
also offer learners meaningful and productive approaches to the
development of their knowledge of the world, yet such methods can
present significant challenges for teachers and students.
Orchestrating Inquiry Learning addresses the key challenge of how
to resource and support processes of inquiry learning within and
beyond the classroom. It argues that technological support, when
coupled with appropriate design of activities and management of the
learning environment, can enable inquiry learning experiences that
are engaging, authentic and personally relevant.This edited
collection of carefully integrated chapters brings together, for
the first time; work on inquiry learning and orchestration of
learning. Drawing upon a broad range of theoretical perspectives,
this book examines: Orchestration of inquiry learning and
instruction Trajectories of inquiry learning Designing for inquiry
learning Scripting personal inquiry Collaborative and collective
inquiry learning Assessment of inquiry learning Inquiry learning in
formal and semi-formal educational contexts Orchestrating Inquiry
Learning is essential reading for all those concerned with
understanding and promoting effective inquiry learning. The book is
aimed at an international audience of researchers, post-graduate
students, and advanced undergraduates in education, educational
technology and psychology. It will also be of interest to
educational practitioners and policy makers, including teachers,
educational advisors, teacher-students and their trainers.
'How We Write is a thoughtful and admirably lucid attempt to explain and demystify the mental processes involved in the activity of writing.' - David Lodge How We Write is an accessible guide to the entire creative writing process, referring to a wealth of examples from writers such as Umberto Eco, Terry Prachet and Ian Fleming. Topics include how children learn to write, the visual design of text, and the impact of technology on writing. How We Write will be of value to students and teachers of language and psychology, professional and aspiring writers, and anyone interested in this familiar yet complex activity.
Related link: http://www.routledge.com/rcenters/linguis tics/sharp.html
Citizen Inquiry: Synthesising Science and Inquiry Learning is the
first book of its kind to bring together the concepts of citizen
science and inquiry-based learning to illustrate the pedagogical
advantages of this approach. It shifts the emphasis of scientific
investigations from scientists to the general public, by educating
learners of all ages to determine their own research agenda and
devise their own investigations underpinned by a model of
scientific inquiry. 'Citizen inquiry' is an original approach to
research education that refers to mass participation of the public
in joining inquiry-led scientific investigations. Using a range of
practical case studies underpinned by the theory of inquiry-based
learning, this book has significant implications for teaching and
learning through exploration of how new technologies can be used to
engage with scientific research. Key features include: a new
perspective on science education and science practice through
crowd-sourced research explanation of the benefits of this
innovative approach to teaching and learning a steady shift of
emphasis from theory to application for readers to understand
thoroughly the current state of research in the field and its
applications to practice examples of practical applications of this
approach and recommendations on how successful citizen inquiry
applications can be developed. This edited volume is essential
reading for academic researchers and professional educators
interested in the potential of online technology in all levels of
education, from primary and secondary level through to further
education and lifelong learning. It will be ideal reading on any
undergraduate or postgraduate course involving research methods in
education as well as developments in science education and
educational software.
Practical Pedagogy expands the universe of teaching and learning.
It provides an accessible guide to new and emerging innovations in
education, with insights into how to become more effective as a
teacher and learner. New teachers will find a comprehensive
introduction to innovative ways of teaching and learning.
Experienced educators will be surprised by the range of useful
pedagogies, such as translanguaging, crossover learning, teachback,
bricolage and rhizomatic learning. Policy makers will gain evidence
of how new teaching methods work in practice, with resources for
curriculum design and course development. Drawing on material from
the hugely influential Innovating Pedagogy series of reports, this
book is a compilation of the 40 most relevant pedagogies, covering:
innovative ways to teach and learn; how pedagogies are adopted in
new ways for a digital age; evidence on how and why different
methods of teaching work, including case studies set in classrooms,
informal settings, and online learning spaces; practical
implications of the latest research into the science of learning,
combining psychology, education, social sciences and neuroscience.
Organised around six themes - Personalization, Connectivity,
Reflection, Extension, Embodiment and Scale - Practical Pedagogy is
a comprehensive source for teachers, policy makers, educational
researchers and anyone interested in new ways to teach and learn.
This book gives an overview of the state-of-the-art in Technology
Enhanced Learning (TEL). It is organized as a collection of 14
research themes, each introduced by leading experts and including
references to the most relevant literature on the theme of each
cluster. Additionally, each chapter discusses four seminal papers
on the theme with expert commentaries and updates. This volume is
of high value to people entering the field of learning with
technology, to doctoral students and researchers exploring the
breadth of TEL, and to experienced researchers wanting to keep up
with latest developments.
Practical Pedagogy expands the universe of teaching and learning.
It provides an accessible guide to new and emerging innovations in
education, with insights into how to become more effective as a
teacher and learner. New teachers will find a comprehensive
introduction to innovative ways of teaching and learning.
Experienced educators will be surprised by the range of useful
pedagogies, such as translanguaging, crossover learning, teachback,
bricolage and rhizomatic learning. Policy makers will gain evidence
of how new teaching methods work in practice, with resources for
curriculum design and course development. Drawing on material from
the hugely influential Innovating Pedagogy series of reports, this
book is a compilation of the 40 most relevant pedagogies, covering:
innovative ways to teach and learn; how pedagogies are adopted in
new ways for a digital age; evidence on how and why different
methods of teaching work, including case studies set in classrooms,
informal settings, and online learning spaces; practical
implications of the latest research into the science of learning,
combining psychology, education, social sciences and neuroscience.
Organised around six themes - Personalization, Connectivity,
Reflection, Extension, Embodiment and Scale - Practical Pedagogy is
a comprehensive source for teachers, policy makers, educational
researchers and anyone interested in new ways to teach and learn.
This book gives an overview of the state-of-the-art in Technology
Enhanced Learning (TEL). It is organized as a collection of 14
research themes, each introduced by leading experts and including
references to the most relevant literature on the theme of each
cluster. Additionally, each chapter discusses four seminal papers
on the theme with expert commentaries and updates. This volume is
of high value to people entering the field of learning with
technology, to doctoral students and researchers exploring the
breadth of TEL, and to experienced researchers wanting to keep up
with latest developments.
Information technology is changing the way we write. Special features such as outliners, spelling checkers and graphic facilities have transformed word processors into document processors; document processors have, in turn, integrated with other electronic resources such as e-mail and the Internet to provide a complete writing environment. The New Writing Environment examines the knowledge that is needed in order to develop, use and evaluate computer-based writing environments. The emphasis is firmly on practical issues: tasks performed by writers at work, problems they encounter, and documents they actually produce. Writing is defined within a wide social and organisational context, in order to give an accurate assessment of how the new technology affects the social and cooperative aspects of authorship. The result is a wide-ranging and comprehensive assessment of the relationship between writing and computers.
M. Sharples 1. 1 The Collaborative Tradition Collaborative writing
is nothing new. The description below is from the introduction to a
book published in 1911: Every page, however, has been debated and
passed by the three of us. Our usual method has been, first to pick
up a subject that interested us, perhaps a subject we had been
talking about for a long while, then to discuss it and argue over
it, ashore and afloat, in company and by ourselves, till we came to
our joint conclusion. Then on a rough day, in a set-to discussion,
I would take down notes, which frequently amounted in length to
more than half the finished article. From the notes I would make a
rough draft, which, after more discussion, would be re written, and
again, after revision, typewritten. We would go through the
printer's proofs together and finally, after reading the matter in
print, we have once more revised it for book publication.
Collaboration could not be more thorough. (Reynolds, et al. 1911,
p. x) The book, Seems So A Working-class View of Politics, was
written by an aca demic working closely with two fishermen."
Citizen Inquiry: Synthesising Science and Inquiry Learning is the
first book of its kind to bring together the concepts of citizen
science and inquiry-based learning to illustrate the pedagogical
advantages of this approach. It shifts the emphasis of scientific
investigations from scientists to the general public, by educating
learners of all ages to determine their own research agenda and
devise their own investigations underpinned by a model of
scientific inquiry. 'Citizen inquiry' is an original approach to
research education that refers to mass participation of the public
in joining inquiry-led scientific investigations. Using a range of
practical case studies underpinned by the theory of inquiry-based
learning, this book has significant implications for teaching and
learning through exploration of how new technologies can be used to
engage with scientific research. Key features include: a new
perspective on science education and science practice through
crowd-sourced research explanation of the benefits of this
innovative approach to teaching and learning a steady shift of
emphasis from theory to application for readers to understand
thoroughly the current state of research in the field and its
applications to practice examples of practical applications of this
approach and recommendations on how successful citizen inquiry
applications can be developed. This edited volume is essential
reading for academic researchers and professional educators
interested in the potential of online technology in all levels of
education, from primary and secondary level through to further
education and lifelong learning. It will be ideal reading on any
undergraduate or postgraduate course involving research methods in
education as well as developments in science education and
educational software.
This book describes how computer programs can generate narratives
and how studies of computational narrative can illuminate how
humans tell stories. Combining an introduction to relevant concepts
related to automatic storytelling with accessible descriptions of
well-known computer programs that illustrate how such concepts are
employed, the book is aimed at an interdisciplinary audience and
assumes little or no background in computer science. The book
introduces the most relevant techniques employed over the last 60
years for the development of computer models for narrative
generation, including narrative templates, problem-solving,
planning, author engagement and reflection, and statistical methods
such as deep neural networks, ending with an examination of the
societal implications of the development of automatic narrative
generator systems.
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Adaptive and Adaptable Learning - 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Paperback, 1st ed. 2016)
Katrien Verbert, Mike Sharples, Tomaz Klobucar
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R2,833
Discovery Miles 28 330
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Ships in 10 - 15 working days
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This book constitutes the proceedings of the 11th European
Conference on Technology Enhanced Learning, EC-TEL 2016, held in
Lyon, France, in September 2016. The 26 full papers, 23 short
papers, 8 demo papers, and 33 poster papers presented in this
volume were carefully reviewed and selected from 148 submissions.
This book grew out of the Fourth Conference on Computers and the
Writing process, held at the University of Sussex in March 1991.
Fifteen refereed papers were selected from the conference and the
authors were asked to develop them into chapters appropriate for
this book, incorporating insights gained from their conference
presentations. The book covers all aspects of computers and the
writing process, including computer-based collaborative writing,
hypertext, computers and writing education, computer and
professional authors, evaluation of computer-based writing,
computers and technical writing, and computer supported fiction.
The resulting collection provides an up-to-date cross-section of
this increasingly important interdisciplinary topic - with
computer, cognitive and educational perspectives covered. The book
will be of interest to workers and researchers in language,
cognition and computer science; especially those interested in
hypermedia, human - computer interaction and cooperative
technologies.
This book describes how computer programs can generate narratives
and how studies of computational narrative can illuminate how
humans tell stories. Combining an introduction to relevant concepts
related to automatic storytelling with accessible descriptions of
well-known computer programs that illustrate how such concepts are
employed, the book is aimed at an interdisciplinary audience and
assumes little or no background in computer science. The book
introduces the most relevant techniques employed over the last 60
years for the development of computer models for narrative
generation, including narrative templates, problem-solving,
planning, author engagement and reflection, and statistical methods
such as deep neural networks, ending with an examination of the
societal implications of the development of automatic narrative
generator systems.
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