الصفحة 1
الصفحة 1
The Teacher’s Role in Implementing Cooperative Learning in the Classroom
The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of the challenges and issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning.
Lifelong Learning : Interpretations of an Education Policy in Europe
In Europe, the idea of Lifelong Learning has developed from an education policy to the most important pedagogic paradigm. The concept was created as an answer to the international education crisis, diagnozed by Philip H. Coombs in 1967. Since the European Year of Lifelong Learning in 1996, it has been regarded as an alternative to deal with the rapid social, political and economic changes of the modern world. Andrea Óhidy shows the genesis of the concept and its development towards a pedagogic paradigm. She investigates the relations between the concept of Lifelong Learning and school education and points out the most important links between Lifelong Learning and adult education.
Barriers and Biases in Computer-Mediated Knowledge Communication : And How They May Be Overcome
This books deals with computer-mediated cooperation and communication scenarios in teaching and learning situations, leisure activities (e.g. laypersons looking for expert information on the internet), and net-based communication at work. Such scenarios will become increasingly important. But the successful use of such computer-mediated settings is not trivial. Cooperative learning and work itself requires special skills and strategies. And the technical settings with sometimes restricted, sometimes new possibilities for communication add problems on top of the cooperation itself. What are the barriers in computer-mediated communication for cooperative learning and work? Which are the most relevant biases in computer-mediated information processing? Based on empirical research the contributors from psychology, education and computer sciences offer different perspectives on the nature and causes of such barriers.
Advances in Blended Learning ; 2nd Workshop on Blended Learning, WBL 2008, Jinhua, China, Augustl 20-22, 2008. Revised Selected Papers
This book constitutes the thoroughly refereed post-workshop proceedings of the Second Workshop on Blended Learning, WBL 2008, held in Jinhua, China, in August 2008, as a satellite event of ICWL 2008, the 7th International Conference on Web-based Learning.
