Learners in a Changing Learning Landscape [electronic resource] : Reflections from a Dialogue on New Roles and Expectations / edited by Jan Visser, Muriel Visser-Valfrey.
Erişim Adresi
ISBN
9781402082993
Dil Kodu
İngilizce
Yer Numarası
DK/12516
Basım Bildirimi
1st ed. 2008.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2008.
Fiziksel Niteleme
XII, 302 p. online resource.
Dizi
Lifelong Learning Book Series, 2730-5325 ; 12
İçindekiler Notu
Let the Dialogue Begin: An Introduction -- Constructive Interaction with Change: Implications for Learners and the Environment in Which They Learn -- The Learning Sciences, Technology and Designs for Educational Systems: Some Thoughts About Change -- Learners in a Changing Learning Landscape: Reflections from an Instructional Design Perspective -- The Influence of Epistemological Beliefs on Learners' Perceptions of Online Learning: Perspectives on Three Levels -- Getting to Know the Feral Learner -- Postsecondary Education in the Changing Learning and Living Landscapes -- Online Learning in Context -- New Online Learning Technologies: New Online Learner Competencies. Really? -- Reflections on Seeking the ‘Invisible’ Online Learner -- Will Games and Emerging Technologies Influence the Learning Landscape? -- What Makes Good Online Instruction Good?: New Opportunities and Old Barriers -- Why Basic Principles of Instruction Must Be Present in the Learning Landscape, Whatever Form It Takes, for Learning to Be Effective, Efficient and Engaging -- We Question, We Reflect, and We Question Again, Therefore We Are…: An Analysis of the Evolving Dialogue Around the Central Themes in This Book.
Özet, vb.
This book is about questions. Today's learners face constant change. Adaptive learner expertise is key to their survival on a learning journey that lasts a lifetime. This requires new thinking of all actors in the learning environment. The fundamental process through which this book was created is an extended in-depth dialogue among researchers, lifelong learners, educators, and thinkers. "Working on this book was a very special kind of experience," says John Bransford (University of Washington), a contributing author to the book and renowned researcher on how people learn. While participating in the dialogue "we were all helped to ‘walk our talk’ and use technology to improve everything we did… I'm convinced that the conversations will not end with this book. Through technology-based dialogue facilitated by the magic touch of the editors’ leadership, I'm sure that all of us—authors and readers of this volume—will continue to learn from one another. This is the way that collaborative science should work.".
Konu
Learning, Psychology of.
Educational technology.
Educational sociology.
Education and state.
Education, Higher.
Instructional Psychology.
Digital Education and Educational Technology.
Sociology of Education.
Educational Policy and Politics.
Higher Education.
Educational technology.
Educational sociology.
Education and state.
Education, Higher.
Instructional Psychology.
Digital Education and Educational Technology.
Sociology of Education.
Educational Policy and Politics.
Higher Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aLet the Dialogue Begin: An Introduction -- Constructive Interaction with Change: Implications for Learners and the Environment in Which They Learn -- The Learning Sciences, Technology and Designs for Educational Systems: Some Thoughts About Change -- Learners in a Changing Learning Landscape: Reflections from an Instructional Design Perspective -- The Influence of Epistemological Beliefs on Learners' Perceptions of Online Learning: Perspectives on Three Levels -- Getting to Know the Feral Learner -- Postsecondary Education in the Changing Learning and Living Landscapes -- Online Learning in Context -- New Online Learning Technologies: New Online Learner Competencies. Really? -- Reflections on Seeking the ‘Invisible’ Online Learner -- Will Games and Emerging Technologies Influence the Learning Landscape? -- What Makes Good Online Instruction Good?: New Opportunities and Old Barriers -- Why Basic Principles of Instruction Must Be Present in the Learning Landscape, Whatever Form It Takes, for Learning to Be Effective, Efficient and Engaging -- We Question, We Reflect, and We Question Again, Therefore We Are…: An Analysis of the Evolving Dialogue Around the Central Themes in This Book.
520 |aThis book is about questions. Today's learners face constant change. Adaptive learner expertise is key to their survival on a learning journey that lasts a lifetime. This requires new thinking of all actors in the learning environment. The fundamental process through which this book was created is an extended in-depth dialogue among researchers, lifelong learners, educators, and thinkers. "Working on this book was a very special kind of experience," says John Bransford (University of Washington), a contributing author to the book and renowned researcher on how people learn. While participating in the dialogue "we were all helped to ‘walk our talk’ and use technology to improve everything we did… I'm convinced that the conversations will not end with this book. Through technology-based dialogue facilitated by the magic touch of the editors’ leadership, I'm sure that all of us—authors and readers of this volume—will continue to learn from one another. This is the way that collaborative science should work.".
650 0|aLearning, Psychology of.
650 0|aEducational technology.
650 0|aEducational sociology.
650 0|aEducation and state.
650 0|aEducation, Higher.
650 14|aInstructional Psychology.
650 24|aDigital Education and Educational Technology.
650 24|aSociology of Education.
650 24|aEducational Policy and Politics.
650 24|aHigher Education.
700 1 |aVisser, Jan.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aVisser-Valfrey, Muriel.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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776 08|iPrinted edition:|z9789048178353
830 0|aLifelong Learning Book Series,|x2730-5325 ;|v12
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024 7 |a10.1007/978-1-4020-8299-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1060-1077
072 7|aJNC|2bicssc
072 7|aEDU009000|2bisacsh
072 7|aJNC|2thema
082 04|a370.15|223
090 |aDK/12516
245 10|aLearners in a Changing Learning Landscape|h[electronic resource] :|bReflections from a Dialogue on New Roles and Expectations /|cedited by Jan Visser, Muriel Visser-Valfrey.
250 |a1st ed. 2008.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2008.
300 |aXII, 302 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aLifelong Learning Book Series,|x2730-5325 ;|v12
505 0 |aLet the Dialogue Begin: An Introduction -- Constructive Interaction with Change: Implications for Learners and the Environment in Which They Learn -- The Learning Sciences, Technology and Designs for Educational Systems: Some Thoughts About Change -- Learners in a Changing Learning Landscape: Reflections from an Instructional Design Perspective -- The Influence of Epistemological Beliefs on Learners' Perceptions of Online Learning: Perspectives on Three Levels -- Getting to Know the Feral Learner -- Postsecondary Education in the Changing Learning and Living Landscapes -- Online Learning in Context -- New Online Learning Technologies: New Online Learner Competencies. Really? -- Reflections on Seeking the ‘Invisible’ Online Learner -- Will Games and Emerging Technologies Influence the Learning Landscape? -- What Makes Good Online Instruction Good?: New Opportunities and Old Barriers -- Why Basic Principles of Instruction Must Be Present in the Learning Landscape, Whatever Form It Takes, for Learning to Be Effective, Efficient and Engaging -- We Question, We Reflect, and We Question Again, Therefore We Are…: An Analysis of the Evolving Dialogue Around the Central Themes in This Book.
520 |aThis book is about questions. Today's learners face constant change. Adaptive learner expertise is key to their survival on a learning journey that lasts a lifetime. This requires new thinking of all actors in the learning environment. The fundamental process through which this book was created is an extended in-depth dialogue among researchers, lifelong learners, educators, and thinkers. "Working on this book was a very special kind of experience," says John Bransford (University of Washington), a contributing author to the book and renowned researcher on how people learn. While participating in the dialogue "we were all helped to ‘walk our talk’ and use technology to improve everything we did… I'm convinced that the conversations will not end with this book. Through technology-based dialogue facilitated by the magic touch of the editors’ leadership, I'm sure that all of us—authors and readers of this volume—will continue to learn from one another. This is the way that collaborative science should work.".
650 0|aLearning, Psychology of.
650 0|aEducational technology.
650 0|aEducational sociology.
650 0|aEducation and state.
650 0|aEducation, Higher.
650 14|aInstructional Psychology.
650 24|aDigital Education and Educational Technology.
650 24|aSociology of Education.
650 24|aEducational Policy and Politics.
650 24|aHigher Education.
700 1 |aVisser, Jan.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aVisser-Valfrey, Muriel.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402082986
776 08|iPrinted edition:|z9789048117369
776 08|iPrinted edition:|z9789048178353
830 0|aLifelong Learning Book Series,|x2730-5325 ;|v12
856 40|uhttps://doi.org/10.1007/978-1-4020-8299-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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