Author: Jan Visser Publisher: Springer Science & Business Media ISBN: 1402082991 Category : Education Languages : en Pages : 306
Book Description
This book is about questions. The fundamental process through which it was created is an extended and in-depth dialogue. That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors’ peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.
Author: Jan Visser Publisher: Springer ISBN: 9789048117369 Category : Education Languages : en Pages : 302
Book Description
This book is about questions. The fundamental process through which it was created is an extended and in-depth dialogue. That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors’ peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.
Author: Andrew Harrison Publisher: Routledge ISBN: 1134481977 Category : Architecture Languages : en Pages : 312
Book Description
The whole landscape of space use is undergoing a radical transformation. In the workplace a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide: the rise of distributed space. In the learning environment the social, political, economic and technological changes responsible for this shift have been further compounded by constantly developing theories of learning and teaching, and a wide acceptance of the importance of learning as the core of the community, resulting in the blending of all aspects of learning into one seamless experience. This book attempts to look at all the forces driving the provision and pedagogic performance of the many spaces, real and virtual, that now accommodate the experience of learning and provide pointers towards the creation and design of learning-centred communities. Part 1 looks at the entire learning universe as it now stands, tracks the way in which its constituent parts came to occupy their role, assesses how they have responded to a complex of drivers and gauges their success in dealing with renewed pressures to perform. It shows that what is required is innovation within the spaces and integration between them. Part 2 finds many examples of innovation in evidence across the world – in schools, the higher and further education campus and in business and cultural spaces – but an almost total absence of integration. Part 3 offers a model that redefines the learning landscape in terms of learning outcomes, mapping spatial requirements and activities into a detailed mechanism that will achieve the best outcome at the most appropriate scale. By encouraging stakeholders to creating an events-based rather than space-based identity, the book hopes to point the way to a fully-integrated learning landscape: a learning community.
Author: Izak Oosthuizen Publisher: ISBN: Category : Languages : en Pages : 332
Book Description
This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.
Author: Ian Jukes Publisher: Corwin ISBN: 9781412938440 Category : Education Languages : en Pages : 0
Book Description
An innovative look at reshaping the educational experiences of 21st-century learners! Inspiring thoughtful discussion that leads to change, this reader-friendly resource examines how the new digital landscape is transforming teaching and learning in an environment of standards, accountability, and high-stakes testing and why informed leadership is so critical. The authors present powerful strategies and compelling viewpoints, underscore the necessity of developing relevant classroom experiences, and discuss: Attributes common among digital learners The concepts of neuroplasticity and the hyperlinked mind An educational approach that supports traditional literacy skills alongside 21st-century fluencies Evaluation methods that encompass how digital generation students process new information
Author: Elsa Mentz Publisher: AOSIS ISBN: 1928396011 Category : Education Languages : en Pages : 332
Book Description
This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.
Author: Deborah Corrigan Publisher: Springer ISBN: 3319897616 Category : Science Languages : en Pages : 210
Book Description
This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a "landscape" as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings. Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.
Author: Dominic Orr Publisher: Springer Nature ISBN: 3030448975 Category : Education Languages : en Pages : 77
Book Description
This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030. Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.
Author: OECD Publisher: OECD Publishing ISBN: 9264541349 Category : Languages : en Pages : 220
Book Description
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Author: Charles J. Schwahn Publisher: CreateSpace ISBN: 9781453748626 Category : Educational change Languages : en Pages : 0
Book Description
Meeting the individual learning needs of every learner, every hour, of every day although espoused by educators, has only been a dream.....an impossible dream for educators facing student-teacher ratios of 25 to 1. But, alas, it is now a reality....a reality that is hiding in plain sight. Inevitable: Mass Customizing Learning (MCL) describes a detailed vision of how schools can change from the present outdated Industrial Age, assembly line structure to a mass customized learning structure with the capacity to meet the individual learning needs of every learner.....that's every learner, not some, not most, but every learner. iTunes, Amazon.com, Verizon, Wikipedia, and Google (to name a few) are doing it right now. They prove to us daily that mass customization is effective and efficient and...well...doable. Let's marry those powerful, customizing technologies with the power mission of educators to personalize learning. Everyone wins. The learner wins. And when the learner wins, so do educators, parents, society, and the economy. Inevitable provides a solid rationale for the structural change, identifies the proven technologies of today that make the vision doable, details the potential MCL has to motivate learners to high achievement, describes teacher roles that are highly professional, and outlines and concretely describes what school systems must do to make MCL a reality. The authors of Inevitable use a "weight bearing wall" metaphor to identify the Industrial Age walls (practices) that prevent us from meeting individual learner needs. Leaders are then shown how new customizing technology walls can replace those Industrial Age walls . . . and the roof will not fall in! Yes, leaders can operate a MCL system and still remain in control! The transformational change of MCL becomes clear, logical, and believable. Mass Customizing Learning is necessary and ..... well.... Inevitable . . . and this book describes how to do it.
Author: Jan Visser
Author: Jan Visser
Author: Andrew Harrison
Author: Izak Oosthuizen
Author: Ian Jukes
Author: Elsa Mentz
Author: Deborah Corrigan
Author: Dominic Orr
Author: OECD
Author: Charles J. Schwahn