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Education and Mind in the Knowledge Age

Education and Mind in the Knowledge Age Author Carl Bereiter
ISBN-10 9781135644789
Release 2005-04-11
Pages 544
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In this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls "a new way of thinking about knowledge and the mind." He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between knowledge building and learning--both of which are essential parts of education for the knowledge age. Connectionism in cognitive science addresses the first need; certain developments in post-positivist epistemology address the second. The author explores both the theoretical bases and the practical educational implications of this radical change in viewpoint. The book draws on current new ways of thinking about knowledge and mind, including information processing, cognitive psychology, situated cognition, constructivism, social constructivism, and connectionism, but does not adhere strictly to any "camp." Above all, the author is concerned with developing a way of thinking about the mind that can usher education into the knowledge age. This book is intended as a starting point.



Liberal Education in a Knowledge Society

Liberal Education in a Knowledge Society Author Barry Smith
ISBN-10 0812695097
Release 2002
Pages 291
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An essay by Carl Bereiter, followed by comments on his work by other writers and Bereiter's response to these writers.



Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms

Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms Author Leonie Rowan
ISBN-10 9789400726413
Release 2012-01-13
Pages 242
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In this book we outline an optimistic, aspirational and unashamedly ambitious agenda for schooling. We make cautious use of the concept of ‘future proofing’ to signal the commitment of the various authors to re-thinking the purposes, content and processes of schooling with a view to ensuring that all children, from all backgrounds are prepared by their education to make a positive contribution to the futures that are ahead of them. The book focuses on issues relating to technology and social justice to re-examine the traditional relationship between schools and technology, between schools and diverse learners, and between schools, children and knowledge. Drawing from examples from around the world, the book explores practical ways that diverse schools have worked to celebrate diverse understandings of what it means to be a learner, a citizen, a worker in these changed and changing times and the ways different technologies can support this agenda.



Technological Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge Author Charoula Angeli
ISBN-10 9781489980809
Release 2014-11-13
Pages 331
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Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.



Handbook of Conversation Design for Instructional Applications

Handbook of Conversation Design for Instructional Applications Author Luppicini, Rocci
ISBN-10 1599045990
Release 2008-01-31
Pages 508
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Given the rapid growth of computer-mediated communication, there is an ever-broadening range of social interactions. With conversation as the bedrock on which social interactions are built, there is growing recognition of the important role conversation has in instruction, particularly in the design and development of technologically advanced educational environments. The Handbook of Conversation Design for Instructional Applications presents key perspectives on the evolving area of conversation design, bringing together a multidisciplinary body of work focused on the study of conversation and conversation design practices to inform instructional applications. Offering multimodal instructional designers and developers authoritative content on the cutting-edge issues and challenges in conversation design, this book is a must-have for reference library collections worldwide.



Politeia

Politeia Author Plato
ISBN-10 353424060X
Release 2011-01
Pages 5238
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Politeia has been writing in one form or another for most of life. You can find so many inspiration from Politeia also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Politeia book for free.



Technological and Social Environments for Interactive Learning

Technological and Social Environments for Interactive Learning Author Jelena Jovanović
ISBN-10 9781932886733
Release 2014-11-03
Pages 492
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Technology Enhanced Learning (TEL) is a very broad and increasingly mature research field. It encompasses a wide variety of research topics, ranging from the study of different pedagogical approaches and teaching/learning strategies and techniques, to the application of advanced technologies in educational settings such as the use of different kinds of mobile devices, sensors and sensor networks to provide the technical foundation for context-aware, ubiquitous learning. The TEL community has also been exploring the use of artificial intelligence tools and techniques for the development of intelligent learning environments capable of adapting to learners’ needs and preferences and providing learners with personalized learning experience. Recognizing the potential of online social networks, social media, and web-based social software tools as learning platforms for online education, the TEL community has devoted significant time and effort into researching how these popular technologies could be combined with appropriate pedagogical approaches to make learning experience more engaging, satisfying, and successful. Among the most important results of these research endeavors are personal learning environments that allow learners to create mash-ups of diverse social software tools based on their own needs and preferences as well as to create and maintain their online learning networks. Undeniably, technological advancement is making education more accessible to an increasing number of people worldwide. To fully exploit the huge benefit the technology is offering, the TEL community is exploring effective approaches for adapting learning resources to address language, generation, and cultural specificities. Aiming to make learning accessible to all, the community has also focused on the development of solutions for learners with special needs. Finally, it should be noted that all the above mentioned research efforts of the TEL community are finding their applications in different learning contexts and domains, including formal education and informal learning, as well as workplace learning in small, medium, and large organizations. Since the scope of TEL research is constantly evolving, the above given overview of the current research efforts does not aim to be exhaustive by any means. Instead, its purpose is to give some insights into the breadth of research topics and challenges that this edited book aims to cover. The book comprises 14 chapters, which are topically organized into several sections. However, this division of chapters into sections is not strictly definitive as each of the chapters itself presents a comprehensive research work that often spans across diverse TEL areas and thus could be categorized into more than one section of the book.



Learning at the Crossroads of Theory and Practice

Learning at the Crossroads of Theory and Practice Author Piet Van den Bossche
ISBN-10 9789400728455
Release 2012-03-21
Pages 252
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Core concepts in education are changing. For example, professional performance or expertise is not uniquely the fruit of specialist knowledge acquired at professional schools, but the sum of influences exerted by a complex web of continuous learning opportunities for which an individual is well (or ill) prepared by their schools and their workplace. The key contributory factors to professional expertise are how professional schools connect to professional practice, how schools prepare graduates for continuous learning, and how the workplace endorses continuous development. Thus, the question this volume addresses—how to design learning and working environments that facilitate the integration of these three elements—is at the heart of contemporary pedagogical theory. The authors also ask a second vital question: how do we educate learners that go on to maximize their life’s learning opportunities by regulating their own ongoing learning? Learning at the Crossroads of Theory and Practice argues that with the theory of learning at a crossroads, this is an unprecedented opportunity for learning about learning. The book sheds light on different elements of this challenge: integrating theory and practice in business education, generating and fully exploiting workplace learning opportunities, and enriching our classrooms by coupling theoretical knowledge with the richness of real-life experience.



Networking Research

Networking Research Author Patrick Carmichael
ISBN-10 9781441106049
Release 2011-06-16
Pages 196
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The educational world is increasingly dominated by 'network rhetoric'; not only are teachers and learners seen as participants in networks, the availability of low-cost electronic devices, collaborative environments and new forms of data 'born digital' have changed the nature of education research. How can researchers and research-informed practitioners best engage in and with networks and develop effective networking practices? How might networks and networking be conceptualized in order to frame and support their work in and on networks? How do networks relate to existing organizational forms and how might new networking practices emerge? This book draws on extensive research into educational research networks in schools, colleges and informal education settings to explore these questions. Carmichael combines theoretical insights into networks from different disciplinary backgrounds and awareness of technological developments, with the accounts of teachers, researchers, and technologists. He considers how educational research as a field is changing, how individual and collective research capacities might develop, identifies new research approaches and discusses the emerging role of the 'researcher-networker'.



Arguing to Learn

Arguing to Learn Author Jerry Andriessen
ISBN-10 9789401707817
Release 2013-04-17
Pages 269
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This book focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn. The first to assemble the work of internationally renowned scholars, this book will be of interest to researchers in education, psychology, computer science, communication and linguistic studies



Key Issues in Creative Writing

Key Issues in Creative Writing Author Dianne Donnelly
ISBN-10 9781847698490
Release 2012-11-14
Pages 232
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Key Issues in Creative Writing explores a range of important issues that inform the practice and understanding of creative writing. The collection considers creative writing learning and teaching as well as creative writing research. Contributors target debates that arise because of the nature of creative writing. These experts – from the UK, USA and Australia – specifically examine creative writing as a subject in universities and colleges and discuss both the creative knowledge and the critical understanding informing the subject and its future. Finally, this volume suggests ways in which addressing current issues will produce significant disciplinary knowledge that will contribute to the success of creative writing in current and future academic environments.



Mind Expanding Teaching For Thinking And Creativity In Primary Education

Mind Expanding  Teaching For Thinking And Creativity In Primary Education Author Wegerif, Rupert
ISBN-10 9780335233731
Release 2010-08-01
Pages 167
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There is considerable interest in education around the world in flexible thinking and learning skills but very little consensus as to the nature of these skills and how best to promote them in schools. This book puts forward a clear and practical framework for understanding thinking, creativity and learning to learn as the fruits of engagement in dialogue. It also outlines in detail how this framework can be applied to teaching across the curriculum at both primary and secondary level, drawing on the best practices associated with the teaching thinking; creativity; and learning to learn movements explaining their success in terms of dialogic theory. In particular the book incorporates aspects of a number of thinking skills approaches, such as Lipman�s Philosophy for Children approach, as well as features of contemporary innovations in education such as assessment for learning and the development of creativity. Each chapter opens with a vignette to set the scene and continue into a light and popularly written exposition of theory, before moving on to a description of practice and concluding with practical guidelines for how to teach for thinking and creativity in schools and classrooms. The first six chapters in the book have more of a focus on developing core theoretical themes and the following six chapters in the second half of the book focus more on practice-led themes. The relationship between theory and practice is treated as flexible and dynamic, theory being developed by practice as much as practice implementing theory.



Teacher Professional Learning in an Age of Compliance

Teacher Professional Learning in an Age of Compliance Author Susan Groundwater-Smith
ISBN-10 1402094175
Release 2009-04-29
Pages 158
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Teacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.



The Philosopher s Apprentice

The Philosopher s Apprentice Author James Morrow
ISBN-10 9780297865629
Release 2010-12-16
Pages 368
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A philosopher is given the task of teaching a mysterious child, but does not foresee the consequences for his protegee... After crashing and burning during his PhD viva, Mason Ambrose is offered a large amount of money to go to a mysterious tropical island - Isla de Sangre. His employer is wealthy recluse Edwina Sabachtani whose daughter has supposedly lost her sense of right and wrong after a diving accident. Mason is to use his knowledge as a philosopher to instil a conscience, a moral compass in the child. Mason happily instructs her in schools of thought, from the stoics to the epicureans, but it is when he introduces Londa to the Beatitudes that the seeds of a rampaging sense of justice are sown. Venturing from the confines of the island, Londa sets out to create a world that is more just. But when she takes her crusade too far, kidnapping a boat full of wealthy industrialists, Mason realises he must take desperate measures...



Mind Learning and Knowledge in Educational Contexts

Mind  Learning and Knowledge in Educational Contexts Author Elisa Frauenfelder
ISBN-10 9781904303213
Release 2003
Pages 215
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Bioeducational sciences are a broad field of study, uniting concepts from many disciplines (education, psychology, and neuroscience). At the heart of bioeducational sciences lie the fundamental questions of mind-brain and nature-nurture relationships linked to educational practical aspects. Bioeducational sciences may have three main lines of research: 1. epigenetic perspectives: studies on filogenetic evolution (evolutionary perspectives) and mind/brain ontogenesis (ontogenetic perspectives); 2. biodynamic perspectives: analysis of biological bases of learning process (biological perspectives) and individual rethinking as a whole (whole organismic perspectives); 3.synergic perspectives: mind is distributed and situated and knowledge structures are embedded in domain specific contexts (cultural and domain specific perspectives). The aim of this volume is to identify key foundational questions and classical areas of study characterizing bioeducational sciences as a field of research that considers both the extent to which biologically prepared structures constrain individual cognitive functioning and the relations between individual cognitive development and cultural domains. Believing education part of the cultural elaboration process and recognizing the importance of neuroscience research findings for educational practice, this volume focuses on topics such as the epigenesis of mind, cognitive development, learning processes, knowledge structures, theories of mind and folk theories, interaction between emotion and cognition, cognition and metacognition, and between symbolic and biological systems, across various disciplines and through a cross-cultural perspective.



LAST FRONTIERS OF THE MIND

LAST FRONTIERS OF THE MIND Author MOHANDAS MOSES
ISBN-10 8120328515
Release 2005-01-01
Pages 440
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In this original and brilliantly written book, Mohandas Moses has embarked on a daring theme-the challenge of artificial intelligence to the human mind and human creativity. The mind, he says, is the greatest invention in the universe; it has created the greatest works of art and science: its dimensions and potential are yet to be fathomed. But now the marvellous human mind stands challenged by the machine. To illustrate the central theme of his book, the author has brought together the views of a galaxy of eminent philosophers, cognitive scientists and neuroscientists who have explored the phenomenon and evolution of the human mind and consciousness, and the growth of Artificial Intelligence. The author describes the contribution made by the 'Artificial Intelligentsia', the human-computer interaction, and emphasizes the formidable power of the machine mind to usurp the grandeur of the human mind. He has described the manner in which memory, language, creativity, mathematics, teaching-learning and chess-playing could be altered by the digital culture. He says that 'the question we need to ask ourselves as thinking men is-would we like to sense sensations, experience experiences and think thoughts with under-standing as human beings should or are our personas to be blue matched to the template of the machine mind?' With erudition and wry humour the author takes the reader on a fascinating journey of exploration. Written with brilliance and clarity, there is freshness in his perspective and a lucid presentation of ideas. This book will be of great interest as much to academics, experts on artificial intelligence, as to the general reader who wishes to know about the challenges to the human intellect and creativity in the digital age.



Knowledge Communities

Knowledge Communities Author
ISBN-10 0810852284
Release 2006-01-01
Pages 314
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Contributors discuss how to prepare students to select, evaluate, and synthezie information from various sources in addition to the classroom.