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Record Nr. |
UNINA9910817111703321 |
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Titolo |
Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin |
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Pubbl/distr/stampa |
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Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (268 p.) |
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Collana |
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Dialogue Studies, , 1875-1792 ; ; Volume 24 |
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Disciplina |
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Soggetti |
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Dialogue analysis - Data processing |
Dialogue analysis - Technical innovations |
Communication in education - Technological innovations |
Distance education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I. A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking - what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization |
2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding |
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ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company |
1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 - Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 - Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain |
4.2.3 Step 3 - Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 - Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 - Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 - Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme |
Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces |
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Sommario/riassunto |
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In this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative action |
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2. |
Record Nr. |
UNINA9910557866803321 |
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Autore |
Anderson Clifford B |
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Titolo |
Digital humanities and libraries and archives in religious studies : an introduction / / edited by Clifford B. Anderson |
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Pubbl/distr/stampa |
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Berlin/Boston, : De Gruyter, 2022 |
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Berlin ; ; Boston : , : De Gruyter, , [2022] |
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©2022 |
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ISBN |
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9783110536539 |
3110536536 |
9783110534375 |
3110534371 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 electronic resource (vi, 167 pages) |
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Collana |
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Introductions to Digital Humanities - Religion ; ; Volume 5 |
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Disciplina |
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Soggetti |
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Academic libraries - Effect of technological innovations on |
Digital humanities - Religious aspects |
Theological libraries - Administration |
Theology - Research |
Theology - Study and teaching |
Sciences humaines numériques - Aspect religieux |
Théologie - Bibliothèques - Administration |
Théologie - Étude et enseignement |
Théologie - Recherche |
Bibliothèques universitaires - Effets des innovations sur |
RELIGION / General |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Frontmatter -- Table of Contents -- List of Contributors -- Acknowledgements -- Introduction -- I Methodological Approaches -- Puritan Preachers in the Hands of Statisticians: The Stylometric Study of Colonial Religious Writings -- A Messianic Theory of Digital Knowledge: On Positivism and Visualizing Rosenzweig's Archive -- Mining Eschatology in Seventh-day Adventist Periodicals -- II The Database as |
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Locus of Digital Humanities -- Digital Humanities and the Interdisciplinary Database: Confronting the Complexity of Chinese Religious Architecture in the Academic Marketplace -- Using XQuery and XSLT to Build an Aggregation of Metadata Records for Religious Texts and Non-Print Items -- III Digital Humanities Pedagogy -- Defining Digital Pedagogy in Theological Libraries -- An Introduction to the Beauty and Joy of Computing for Theological Librarians -- IV Collaboration and Beyond -- Library as Interface for Digital Humanities -- Index |
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Sommario/riassunto |
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How are digital humanists drawing on libraries and archives to advance research and learning in the field of religious studies and theology? How can librarians and archivists make their collections accessible to digital humanists? The goal of this volume is to provide an overview of how religious and theological libraries and archives are supporting the nascent field of digital humanities in religious studies. The volume showcases the perspectives of faculty, librarians, archivists, and allied cultural heritage professionals who are drawing on primary and secondary sources in innovative ways to create digital humanities projects in theology and religious studies. Topics include curating collections as data, conducting stylometric analyses of religious texts, and teaching digital humanities at theological libraries. The shift to digital humanities promises closer collaborations between scholars, archivists, and librarians. The chapters in this volume constitute essential reading for those interested in the future of theological librarianship and of digital scholarship in the fields of religious studies and theology. |
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