05632nam 2200673 450 991046017310332120170821203451.090-272-6934-3(CKB)3710000000262182(EBL)1820690(SSID)ssj0001349874(PQKBManifestationID)12537861(PQKBTitleCode)TC0001349874(PQKBWorkID)11289335(PQKB)10043106(MiAaPQ)EBC1820690(EXLCZ)99371000000026218220141031h20142014 uy 0engur|n|---|||||txtccrEducating in dialog constructing meaning and building knowledge with dialogic technology /edited by Sebastian Feller, Ilker YenginAmsterdam, The Netherlands ;Philadelphia, Pennsylvania :John Benjamins B.V.,2014.©20141 online resource (268 p.)Dialogue Studies,1875-1792 ;Volume 24Description based upon print version of record.1-322-31724-0 90-272-1041-1 Includes bibliographical references and index.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 globalization2.4 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; UnderstandingExplainingConsequences; 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 company1. 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 domain4.2.3 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; ProgrammeExploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spacesIn 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 actionDialogue studies ;Volume 24.Dialogue analysisData processingDialogue analysisTechnical innovationsCommunication in educationTechnological innovationsDistance educationElectronic books.Dialogue analysisData processing.Dialogue analysisTechnical innovations.Communication in educationTechnological innovations.Distance education.371.35/8Feller SebastianYengin IlkerMiAaPQMiAaPQMiAaPQBOOK9910460173103321Educating in dialog2073311UNINA01961nam 22005415u 450 99655246640331620231128195319.0(CKB)28450161300041(NyNyACM)10.1145/3605390(Association for Computing Machinery)10.1145/3605390(EXLCZ)992845016130004120231101d2023 uy engurnn#---mamaatxtrdacontentcrdamediacrrdacarrierProceedings of the 15th Biannual Conference of the Italian SIGCHI Chapter /Edited by Cristina Gena, Luigi De Russis, Davide Spano, Rosa Lanzilotti, Tania Di Mascio, Catia Prandi, Salvatore AndolinaNew York,NY,United StatesAssociation for Computing Machinery20231 online resource (416 pages)ACM Other conferencesTitle from The ACM Digital Library.9798400708060 ACM Other conferencesCHItaly '23Computer scienceEmpirical studies in HCIHuman computer interaction (HCI)Human-centered computingComputer science.Empirical studies in HCIHuman computer interaction (HCI)Human-centered computingGena Cristina321526Gena Cristina321526Russis Luigi De1435801Spano Davide1435802Lanzilotti Rosa880847Mascio Tania Di1435803Prandi Catia1389170Andolina Salvatore1435804Association for Computing Machinery-Digital Library.Association for Computing MachineryACMBOOK996552466403316Proceedings of the 15th Biannual Conference of the Italian SIGCHI Chapter3593798UNISA01782nam0 22003491i 450 UON0000850820250328011201.54388-207-1167-220020107d1984 |0itac50 baitaIT|||| 1||||Persia, Siria e Bisanzio e il Medioevo artistico europeoGèza De Francovicha cura di Valentino PaceNapoliLiguori 1984208 p., 72 tav.21 cm.Dono Prof. Alberto Varvaro.IT-UONSI F. Varvaro3014001UON000449892001 Nuovo Medioevocollana diretta da Massimo Oldoni25Arte medievaleInflussi orientaliUONC002500FIITNapoliUONL000012VO IX AVICINO ORIENTE - ARTEADe_FrancovichGézaUONV0070380PaceValentinoUONV007039LiguoriUONV246456650ITSOL20251003RICAUON00008508SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI VARIA 049 SI FP 12459 5 SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI F. Varvaro3014 SI 32145 7 Dono Prof. Alberto Varvaro.SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI P 5 0367 SI MC 13058 5 SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI VO IX A 003 SI SA 51208 7 003 Persia, Siria e Bisanzio e il Medioevo artistico europeo4343096UNIOR1