LEADER 05598nam 2200661 450 001 9910817111703321 005 20230803205629.0 010 $a90-272-6934-3 035 $a(CKB)3710000000262182 035 $a(EBL)1820690 035 $a(SSID)ssj0001349874 035 $a(PQKBManifestationID)12537861 035 $a(PQKBTitleCode)TC0001349874 035 $a(PQKBWorkID)11289335 035 $a(PQKB)10043106 035 $a(MiAaPQ)EBC1820690 035 $a(EXLCZ)993710000000262182 100 $a20141031h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEducating in dialog $econstructing meaning and building knowledge with dialogic technology /$fedited by Sebastian Feller, Ilker Yengin 210 1$aAmsterdam, The Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins B.V.,$d2014. 210 4$dİ2014 215 $a1 online resource (268 p.) 225 1 $aDialogue Studies,$x1875-1792 ;$vVolume 24 300 $aDescription based upon print version of record. 311 $a1-322-31724-0 311 $a90-272-1041-1 320 $aIncludes bibliographical references and index. 327 $aEducating 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 327 $a2.4 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 327 $aExplainingConsequences; 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 327 $a1. 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 327 $a4.2.3 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 327 $aExploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces 330 $aIn this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative action 410 0$aDialogue studies ;$vVolume 24. 606 $aDialogue analysis$xData processing 606 $aDialogue analysis$xTechnical innovations 606 $aCommunication in education$xTechnological innovations 606 $aDistance education 615 0$aDialogue analysis$xData processing. 615 0$aDialogue analysis$xTechnical innovations. 615 0$aCommunication in education$xTechnological innovations. 615 0$aDistance education. 676 $a371.35/8 702 $aFeller$b Sebastian 702 $aYengin$b Ilker 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817111703321 996 $aEducating in dialog$94010333 997 $aUNINA