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This book examines the alignment of residential educational aims
and university educational aims in order to provide guidance for
implementing university-specific residential educational aims.
Grounded in a new theoretical model of residential education,
Residential Education in university probes into how university
students adopt transformative learning through residential halls in
different universities. By reviewing case studies, experience
sharing, and residential hall models in renowned universities in
Asia, U.K., and USA respectively, this book offers a wide
perspective to assess different residential education models in
practice and useful programs to promote students learning outcomes.
The detailed discussion on how to create learning environments and
align educational aims of residence and university to maximize
learning outcomes in different cultural contexts provides readers
with insight into how the residential experience in university can
be improved.
This book describes how a support structure can be built to enhance
peer-to-peer (and also students-to-lecturers) communication and
support. It informs lecturers on how they can decide if they should
adopt one or more social media tools to facilitate students'
learning, communication, and support for an internship program.
This book introduces a participatory design approach that can help
develop a pedagogy that will make good use of social media tools on
internship learning. It presents a framework for experiential
internship learning, integrating helpful educational practices such
as participatory design approach and the use of social media.
This book describes how a support structure can be built to enhance
peer-to-peer (and also students-to-lecturers) communication and
support. It informs lecturers on how they can decide if they should
adopt one or more social media tools to facilitate students'
learning, communication, and support for an internship program.
This book introduces a participatory design approach that can help
develop a pedagogy that will make good use of social media tools on
internship learning. It presents a framework for experiential
internship learning, integrating helpful educational practices such
as participatory design approach and the use of social media.
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.
This book focuses on information literacy in higher education from
Asian countries. It explores the changing concepts, philosophies,
learning environments, and technological environments of
information literacy and discusses how information literacy
education in universities should be carried out in the context of
the information literacy framework. It also analyses the research
focus and trends of information literacy education in universities
in the past ten years worldwide and Asia by using the bibliometric
method as well as the information literacy education models of
universities in Asian countries. In addition, this book also
explains the current status of information literacy education and
related issues in Taiwan, Japan, Hong Kong, Malaysia, Thailand and
Vietnam. The target audience of this book is mainly university
librarians, school librarians, the faculty and students of library
and information sciences, information education and technology
education related departments worldwide.
Artificial Intelligence is at the top of the agenda for education
leaders, scientists, technologists and policy makers in educating
the next generation across the globe. Beyond applying AI in daily
life applications and educational tools, understanding how to learn
and teach AI is increasingly important. Despite these emerging
technology breakthroughs, AI learning is still new to educators
especially to K-16 teachers. There is a lack of evidence-based
studies that inform them about AI learning, including design
principles for building a set of curriculum content, and
pedagogical approaches as well as technological tools. Teaching AI
concepts and techniques from programming languages and
developmentally appropriate learning tools (e.g., robotics, serious
games, software, intelligent agents) across different education
levels emerged in recent years. The primary purpose of this book is
to respond to the need to conceptualize the emerging term "AI
literacy" and investigate how to teach and learn AI in K-16
education settings. This book examines different aspects of
learning artefacts, pedagogies, content knowledge and assessment
methods of AI literacy education, from theoretical discussions to
practical recommendations for curriculum and instructional design.
An exhaustive summary of current evidence with examples is
illustrated in this book, as well as cutting-edge research that
serves as an AI literacy model for different countries' contexts.
Part I, "Conceptualizing AI literacy", provides a detailed
discussion on the development of the concepts and frameworks on AI
literacy education, discusses the differences and similarities
between AI in education (AIED) and AI literacy education, and
illustrates the reasons why K-16 students need to learn AI. These
concepts are brought together in Part II, "K-16 AI literacy
education" to further summarize the pedagogies, learning content,
learning tools and assessment methods to inform K-16 educators how
to design their AI instruction at each education level. After that,
part III "AI literacy for instructional designers" explores how
instructional designers (i.e., AI developers and teachers) prepare
themselves to become ready to design developmentally appropriate
tools, platforms, services and curricula to empower students with
AI literacy skills.
This book examines the alignment of residential educational aims
and university educational aims in order to provide guidance for
implementing university-specific residential educational aims.
Grounded in a new theoretical model of residential education,
Residential Education in university probes into how university
students adopt transformative learning through residential halls in
different universities. By reviewing case studies, experience
sharing, and residential hall models in renowned universities in
Asia, U.K., and USA respectively, this book offers a wide
perspective to assess different residential education models in
practice and useful programs to promote students learning outcomes.
The detailed discussion on how to create learning environments and
align educational aims of residence and university to maximize
learning outcomes in different cultural contexts provides readers
with insight into how the residential experience in university can
be improved.
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Diversity, Divergence, Dialogue - 16th International Conference, iConference 2021, Beijing, China, March 17-31, 2021, Proceedings, Part II (Paperback, 1st ed. 2021)
Katharina Toeppe, Hui Yan, Samuel Kai Wah Chu
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R3,032
Discovery Miles 30 320
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Ships in 10 - 15 working days
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This two-volume set LNCS 12645-12646 constitutes the refereed
proceedings of the 16th International Conference on Diversity,
Divergence, Dialogue, iConference 2021, held in Beijing, China, in
March 2021. The 32 full papers and the 59 short papers presented in
this two-volume set were carefully reviewed and selected from 225
submissions. They cover topics such as: AI and machine learning;
data science; human-computer interaction; social media; digital
humanities; education and information literacy; information
behavior; information governance and ethics; archives and records;
research methods; and institutional management.
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Diversity, Divergence, Dialogue - 16th International Conference, iConference 2021, Beijing, China, March 17-31, 2021, Proceedings, Part I (Paperback, 1st ed. 2021)
Katharina Toeppe, Hui Yan, Samuel Kai Wah Chu
|
R3,585
Discovery Miles 35 850
|
Ships in 10 - 15 working days
|
This two-volume set LNCS 12645-12646 constitutes the refereed
proceedings of the 16th International Conference on Diversity,
Divergence, Dialogue, iConference 2021, held in Beijing, China, in
March 2021. The 32 full papers and the 59 short papers presented in
this volume were carefully reviewed and selected from 225
submissions. They cover topics such as: AI and machine learning;
data science; human-computer interaction; social media; digital
humanities; education and information literacy; information
behavior; information governance and ethics; archives and records;
research methods; and institutional management.
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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