- Table View
- List View
Learning in Real Time
by Finkelstein Jonathan E.Learning in Real Time is a concise and practical resource for education professionals teaching live and online or those wanting to humanize and improve interaction in their online courses by adding a synchronous learning component. The book offers keen insight into the world of synchronous learning tools, guides instructors in evaluating how and when to use them, and illustrates how educators can develop their own strategies and styles in implementing such tools to improve online learning.
Learning in School-University Partnership: Sociocultural Perspectives
by Gwyn Edwards Amy B.M. Tsui Fran Lopez-Real Tammy Kwan Doris Law Philip Stimpson Rosina Tang Albert WongThis volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes – school-university partnership and sociocultural and social theories of learning – have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. In this examination of an evolving model of school-university partnership, the Unified Professional Development Project in Hong Kong, the authors analyze the learning that takes place as the participants (student-teachers, mentor teachers, and university supervisors) mutually engage in the enterprise of improving teaching and learning in schools, developing shared practices, and creating new communities of practice. Although it describes one specific context, the book is not just about this locale. Rather, the Unified Professional Development Project is used as a context for theorizing more generally a social theory of learning for school-university partnerships that is relevant to any other similar context. This book will interest teacher educators, researchers in teacher education and teacher development, policy makers, and school practitioners who are involved in school-university partnerships.
Learning in Science: The Waikato Research
by Beverley BellLearning in Science brings together accounts of the five influential and groundbreaking Learning in Science Projects, undertaken by the author over a period of twenty years. Offering comprehensive coverage of the findings and implications of the projects, the book offers insight and inspiration at all levels of science teaching and learning, from primary and secondary school science, to teacher development, and issues of classroom assessment.The book reviews the findings in the light of current science education, and is thematically organised to illuminate continuous and emerging themes and trends, including:* learning* pedagogy* assessment* Maori and science education * curriculum development as teacher development * and research methodology.Learning in Science will be a valuable resource for science teachers, science teacher educators, science education researchers, curriculum developers and policy makers.
Learning in Virtual Worlds: Research and Applications
by Barney Dalgarno Belinda Tynan Mark J.W. Lee Sue GregoryThree-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool. In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field. Contributors include Paul M. Baker, Francesca Bertacchini, Leanne Cameron, Chris Campbell, Helen S. Farley, Laura Fedeli, Sue Gregory, Christopher Hardy, Bob Heller, Vicki Knox, Shailey Minocha, Jessica Pater, Margarita Pérez García, Mike Procter, Torsten Reiners, Paul Resta, Corbin Rose, Miri Shonfeld, Ann Smith, Layla F. Tabatabaie, Assunta Tavernise, Robert L. Todd, Steven Warburton, and Stephany F. Wilkes.
Learning in Work: A Negotiation Model Of Socio-personal Learning (Professional and Practice-based Learning #23)
by Raymond SmithThis book explores and progresses the concept of negotiation as a means of describing and explaining individuals’ learning in work. It challenges the undertheorised and generic use of the concept in contemporary work-learning research where the concept of negotiation is most often deployed as a taken for granted synonym for interaction, co-participation and collaboration and, hence, used to unproblematically account for workers’ learning as engagement in social activity. Through a focus on workers’ personal practice and based on extensive longitudinal empirical research, the book advances a conceptual framework, The Three Dimensions of Negotiation, to propose a more rigorous and work-learning specific understanding of the concept of negotiation. This framework enables workers’ personal work practices and their contributions to the personal, organisational and occupational changes that evidence learning to be viewed as negotiations enacted and managed, within contexts that are in turn sets of premediate and concurrent negotiations that frame the transformations on and from which on-going negotiations of learning and practice ensue. The book does not seek to supplant understandings of the rich and valuable concept of negotiation. Rather, it seeks to develop and promote a more explicit use of the concept as a socio-personal learning concept at the same time as it opens alternative perspectives on its deployment as a metaphor for individual’s learning in work.
Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education (Smart Computing and Intelligence)
by J. Michael Spector Andri Ioannou Paloma Díaz Kaushal Kumar BhagatThis book aims at guiding the educators from a variety of available technologies to support learning and teaching by discussing the learning benefits and the challenges that interactive technology imposes. This guidance is based on practical experiences gathered through developing and integrating them into varied educational settings. It compiles experiences gained with various interactive technologies, offering a comprehensive perspective on the use and potential value of interactive technologies to support learning and teaching. Taken together, the chapters provide a broader view that does not focus exclusively on the uses of technology in educational settings, but also on the impact and ability of technology to improve the learning and teaching processes.The book addresses the needs of researchers, educators and other stakeholders in the area of education interested in learning how interactive technologies can be used to overcome key educational challenges.
Learning in a Digitalized Age: Plugged in, Turned on, Totally Engaged? (World Class Schools Ser.)
by Lawrence BurkeAll professional learning communities agree that there is added value in utilizing technologies to enhance and facilitate student success. This volume seeks from us a critical and informed answer to one of the most important educational questions of the day: how successful will learners be in the digital age? Here, writers with real hands-on experience in the field challenge many of the assumptions about teaching and learning in the digital age. It is relevant and important for all those interested and concerned about the kinds of debates, arguments and ideas which are influencing and changing the nature of teaching and learning in the early decades of the 21st century.
Learning in a Digitalized Age: Plugged in, Turned on, Totally Engaged? (World Class Schools Ser.)
by Lawrence BurkeAll professional learning communities agree that there is added value in utilizing technologies to enhance and facilitate student success. This volume seeks from us a critical and informed answer to one of the most important educational questions of the day: how successful will learners be in the digital age? Here, writers with real hands-on experience in the field challenge many of the assumptions about teaching and learning in the digital age. It is relevant and important for all those interested and concerned about the kinds of debates, arguments and ideas which are influencing and changing the nature of teaching and learning in the early decades of the 21st century.
Learning in a Writing Laboratory: For a Pedagogy of Love and Freedom (Creativity, Education and the Arts)
by Tatiana Chemi Kristian FiringThis book is an exploration of a collective writing laboratory designed to stimulate creativity and critical reflection for education professionals. The authors uncover how a writing lab can help educators develop their teaching practices and identities by means of critical-creative, collaborative, relational and arts-based methodologies. A theoretical insight into pedagogies of love and freedom illustrating how laboratory practices in education can become acts of daily care, the book will appeal to students and scholars of education, arts-based methods and creativity.
Learning in the Age of Climate Disasters: Teacher and Student Empowerment Beyond Futurephobia
by Maggie FavrettiLearn how to infuse learning with deeper purpose, connectedness, and engagement, so students feel more empowered and less anxious about their futures. In Learning in the Age of Climate Disasters, author and award-winning teacher Maggie Favretti outlines the contexts and causes of "futurephobia" and then offers Regenerative Learning strategies rooted in nature’s principles for repair and redesign. She explains how tending the soil and cultivating the roots of (re)generative power (Love, Personhood, People, Place, Purpose, Process, Positivity) help us disrupt degenerative hierarchical fragmentation. She also explores methods for co-empowering youth creativity, agency, and hope. Chapters include interviews with and contributions by children and young people, as well as key takeaways (Seeds for Planting), and tools to help you implement the ideas. With this book’s thought-provoking concepts, you’ll be able to help students overcome eco-anxiety and find healing connection and meaning for more sustained, regenerative change.
Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 2 (Lecture Notes in Networks and Systems #634)
by Michael E. Auer Tiia Rüütmann Wolfgang PachatzWe are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative ways to quickly respond to these new needs.These were the aims connected with the 25th International Conference on Interactive Collaborative Learning (ICL2022), which was held in Vienna, Austria, from September 27 to 30, 2022.Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning in higher education.This book contains papers in the fields of:• New Learning Models and Applications• Project-Based Learning• Engineering Pedagogy Education• Research in Engineering Pedagogy• Teaching Best Practices• Real World Experiences• Academia-Industry Partnerships• Trends in Master and Doctoral Research.Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, the learning industry, further and continuing education lecturers, etc.
Learning in the Digital Age: A Transdisciplinary Approach for Theory and Practice (Diversität und Bildung im digitalen Zeitalter)
by Peter Pericles Trifonas David Kergel Tadeusz Rachwał Samuel Nowakowski Birte Heidkamp-Kergel Michael Paulsen Arkaitz Letamendia Patrik Kjærsdam TelléusThe essays in this volume all seek to answer the following broad question: How can philosophical, educational and critical approaches to corporate communications deepen our understanding of learning in the digital age? The authors reflect on how particular approaches, learning strategies, philosophers or critical theorists can advance the theory and practice of teaching and learning in the digital age. Each essay discusses key concepts from their work and relates those concepts to a particular problem within learning and teaching in the digital age.
Learning in the Digital Era: 7th European Lean Educator Conference, ELEC 2021, Trondheim, Norway, October 25–27, 2021, Proceedings (IFIP Advances in Information and Communication Technology #610)
by Erlend Alfnes Daryl John Powell Marte D. Q. Holmemo Eivind RekeThis book constitutes the refereed proceedings of the 7th European Lean Educator Conference ELEC 2021, hosted in Trondheim, Norway, in October 2021 and sponsored by IFIP WG 5.7. The conference was held virtually. The 42 full papers presented were carefully reviewed and selected from 82 submissions. They are organized in the following thematic sections: Learning Lean; Teaching Lean in the Digital Era; Lean and Digital; Lean 4.0; Lean Management; Lean Coaching and Mentoring; Skills and Knowledge Management; Productivity and Performance Improvement; New Perspectives of Lean.
Learning in the Early Years 3-7
by Jeni Riley′[T]his second edition book is a welcome contribution to the early years literature base, providing much needed information and a somewhat innovative response concerning how effectively to translate the Early Years Foundation Stage into practice′ - Early Years `This second edition of Learning in the Early Years has been fully updated to bring it in line with the Statutory Framework for the Early Years Foundation Stage...The presentation and style...is very readable and accessible and as such the book provides an excellent resource for students and experienced early years practitioners alike′ - Early Years Update Praise for the First Edition: `It was a joy to read this book... This book provides a wealth of ideas for reflection, as well as guidance to promote knowledge and skills essential in early years teaching.′ Dario Pellegrini, Educational Psychologist `I found it hard to put it down. I particularly liked the way it followed through into Key Stage 1′ - Who Minds `An important contribution to difficult work′ - Elizabeth Quintero, The Steinhardt School of Education, New York University This fully updated Second Edition of ′Learning in the Early Years 3-7′ has been written to support early years practitioners understand and implement the new curriculum guidance document ′The Early Years Foundation Stage′ (DfES, 2007). In this book, Jeni Riley clearly explains how to meet the requirements of the EYFS document and how this relates to the National Curriculum and the Primary National Strategy: Framework for teaching for literacy and mathematics. Offering informative and inspirational guidance on planning learning and teaching opportunities across the curriculum, this book will help you to promote social, intellectual, aesthetic, spiritual and physical development in your setting. Topics covered include: - appropriate and lively ways of working with young children - developing subject knowledge - supporting children for whom English is an additional language - the role of adults when interacting with children to support learning - the place of information and communications technology - the transition between the Foundation Stage and Key Stage 1. The book also draws on recent research on child development, on how babies think and on effective learning and teaching for children aged 3-7. All early years students and practitioners will want to have this book to hand to guide them through the new guidance and to support them daily to implement successful practice. Jeni Riley, Reader in Literacy in Primary Education, Institute of Education, University of London.
Learning in the Fast Lane: The Past, Present, and Future of Advanced Placement
by Chester E. Jr. Andrew E. ScanlanThe first book to tell the story of the Advanced Placement program, the gold standard for academic rigor in American high schoolsThe Advanced Placement program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. In Learning in the Fast Lane, Chester Finn and Andrew Scanlan, two of the country's most respected education analysts, offer a groundbreaking account of one of the most important educational initiatives of our time.Learning in the Fast Lane traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?Richly documented and thoroughly accessible, Learning in the Fast Lane is a must-read for anyone with a stake in the American school system.
Learning in the Global Era: International Perspectives on Globalization and Education
by Marcelo M. Suarez-OrozcoAn international gathering of leading scholars, policymakers, and educators takes on some of the most difficult and controversial issues of our time in this groundbreaking exploration of how globalization is affecting education around the world. The contributors, drawing from innovative research in both the social sciences and the neurosciences, examine the challenges and opportunities now facing schools as a result of massive migration flows, new economic realities, new technologies, and the growing cultural diversity of the world's major cities. Writing for a wide audience, they address such questions as: How do we educate all youth to develop the skills and sensibilities necessary to thrive in globally linked, technologically interconnected economies? What can schools do to meet the urgent need to educate growing numbers of migrant youth at risk of failure in societies already divided by inequality? What are the limits of cultural tolerance as tensions over gender, religion, and race threaten social cohesion in schools and neighborhoods alike? Bringing together scholars with deep experience in Africa, the Americas, Asia, Europe, and the Middle East, this work, grounded in rich examples from everyday life, is highly relevant not only to scholars and policymakers but also to all stakeholders responsible for the day-to-day workings of schools in cities across the globe.
Learning in the Workplace (Routledge Revivals)
by Victoria J. MarsickThe nature of the workplace and the workforce has changed rapidly in post-industrial society. Most workers are now facing the need for high levels of preparatory education, retraining for new jobs and the ability to continue learning at work in order to keep up with new developments. The book, first published in 1987, argues that training in the workplace often fails because it is based on conditions that no longer prevail in modern organisations. The mechanistic approach of the behaviourist paradigm, it is argued, views the organisation as a machine and training as the preparation of workers for machine-like work according to their levels in the hierarchy, much as on an assembly line. The humanists’ advocation of collaborative learning has changed but not fundamentally altered this conception. This book will be of interest to students of education and business management.
Learning in the Workplace: A Toolkit for Facilitating Learning and Assessment in Health and Social Care Settings
by Joan Mulholland Chris TurnockThis toolkit is designed for preparing health and social care practitioners for their role in facilitating learning in their workplace. It enables readers to recognise learning opportunities, communicate their professional knowledge, provide students with appropriate support, judge performance, co-ordinate student contact with others in the workplace and develop awareness of the needs of students from diverse backgrounds. With plenty of activities and questions, the reader can assess their knowledge base and apply the concepts in the toolkit to their work setting. This new edition is fully updated and now includes: international contexualisation; more coverage on meeting the diverse needs of students; and a new section on meeting professional standards, which discusses the NMC standards as well as those of other disciplines. A new companion website makes valuable supplementary material available – including further activities and articles on managing the placement learning experience, developing new supervisors, and making the most of reflection among others. Practical and easy-to-read, this is an important resource for all those practitioners who support students in the workplace.
Learning is a Verb: The Psychology of Teaching and Learning
by Sherrie ReynoldsThis book explores a new way of thinking about teaching and learning. Its central goal is to help us understand how we think and learn; it will also help teachers understand children and offers a new and helpful perspective on the role of teaching. The book provides an orientation or way of thinking about the psychological dimensions of teaching and learning. This orientation is discussed in relation to cultural shifts that have influenced all fields of study; in education and psychology, the shift is reflected in the works of such scholars as Piaget, Vygotsky, Bruner, and others. Their work marks a change from a mechanical view of learning to a view of learning as dynamic transformation. In Learning Is a Verb, Sherrie Reynolds discusses how thinking about teaching and learning must change so that we can create conditions that help children think and interact with one another in helpful, healthy ways. Her engaging, conversational style, together with many examples and observations, will lead readers from reflection on their experiences to a deeper understanding of the changes needed in our educational system.
Learning is in Bloom: Cultivating Outdoor Explorations
by Ruth Wilson Gwendolyn Johnson Susan GuiterasThe movement to connect young children with nature continues to grow, as more parents and educators become passionate about bringing learning outdoors and letting children explore outside the bounds of traditional lessons. In the full-color Learning Is in Bloom, teachers and caregivers will find 40 hands-on activities effective in engaging young children in investigating nature, both indoors and outdoors, on the school grounds, and on excursions around the neighborhood. Through fostering a love of nature, the activities promote all areas of early childhood education and development.
Learning on Location: Place-Based Approaches for Diverse Learners in Higher Education (Series on Engaged Learning and Teaching)
by Ashley J. HolmesThis book offers an innovative framework and set of pedagogical pathways for deepening college student learning through critical engagement with place. Though the what and how of teaching and learning rightly take center stage in research of best practices, this book argues that the where of education deserves increased attention. Drawing from interviews and case studies with college and university educators in the United States and Canada, Learning on Location highlights pedagogies-in-action and identifies programmatic models for embedding location-based learning within specific courses, majors, curricula, and campus-wide initiatives. Chapters provide a mix of theoretical framing and practical application, with three key practices grounding the text: writing on location, walking on location, and engaging the civic on location. This resource is an invaluable guide for higher education faculty, leaders, and practitioners seeking to enhance student experience through attention to location, support identity-conscious student success, and use reflection and praxis to move toward more inclusive and equitable learning experiences. Supplemental resources—including example assignments, discussion questions for reading groups, and more—are available at www.centerforengagedlearning.org/books/learning-on-location.
Learning on Your Feet: Incorporating Physical Activity into the K–8 Classroom
by Brad Johnson Melody JonesIn this much-needed book, you’ll learn how incorporating physical activity into the classroom can improve students’ engagement, achievement, and overall wellness. Students typically spend most of the day sitting at their desks, and many don’t have recess or PE, yet research shows that regular exercise helps stimulate brain function and improve skills such as reading, critical thinking, organization, and focus. Authors Brad Johnson and Melody Jones, who have consulted with schools across the globe on fitness issues, offer a variety of games and activities you can use to integrate exercise into any class or subject area. You’ll learn how to: Create an "active classroom" with active workstations and fitness areas to keep students alert and engaged throughout the day; Gradually introduce physical activities into your everyday classroom routine; Use interactive technology to teach your students about health and fitness; Try out a variety of activities and exercises to reduce stress, help students focus, promote teamwork, build core strength and balance, and more; Make STEM classes more exciting with hands-on activities, projects, and real-world problems, all while getting your students up and moving. These activities are easy to implement and are designed to improve one’s physical and mental capabilities, as well as increase enjoyment of learning for happier, healthier, higher-achieving students.
Learning on Your Feet: Incorporating Physical Activity into the K–8 Classroom
by Brad Johnson Melody JonesStudents often learn better on their feet than in their seats, and this powerful book helps you make the most of that in the classroom. Authors Brad Johnson and Melody Jones show that with COVID-19 leading to more inactivity, more schools cutting PE, and the rise in sedentary obesity, it’s more important than ever for kids to get moving. Throughout the book, Johnson and Jones offer practical strategies on how to transform the physical classroom, how to manage the classroom with movement, and how to integrate fitness and technology. They break down research on how movement can help stimulate brain function and improve skills such as critical thinking, organization, focus, engagement, and achievement. They also offer a variety of movement-based activities for English-language arts (ELA); social studies; science, technology, engineering and math (STEM); and more. This updated second edition includes even more exercises and activities that can be used daily and incorporated into the content areas. No matter what grade level or subject you teach, you’ll find easy to implement activities you can use immediately to increase your students’ energy and enjoyment of learning.
Learning on the Go: How to Personalize Education with the iPad (CAST Skinny Books)
by Luis F. PerezThe iPad is a powerful educational device—versatile, mobile, flexible, and accessible to all learners, including those with disabilities. A huge number of up-to-date applications exponentially lift its value as a teaching and learning tool. In Learning on the Go: How to Personalize Education with the iPad, Luis F. Pérez provides savvy tips and strategies to turn the iPad’s transformative potential into effective classroom practice.
Learning on the Net: A Practical Guide to Enhancing Learning in Primary Classrooms
by Alan PritchardFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.