LEADER 04934nam 22008295 450 001 9910299775203321 005 20250609110702.0 010 $a3-319-05326-4 024 7 $a10.1007/978-3-319-05326-4 035 $a(CKB)3710000000378068 035 $a(EBL)2093980 035 $a(SSID)ssj0001465778 035 $a(PQKBManifestationID)11831016 035 $a(PQKBTitleCode)TC0001465778 035 $a(PQKBWorkID)11486970 035 $a(PQKB)10281379 035 $a(DE-He213)978-3-319-05326-4 035 $a(MiAaPQ)EBC2093980 035 $a(PPN)184887461 035 $a(MiAaPQ)EBC3108671 035 $a(EXLCZ)993710000000378068 100 $a20150319d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Visual Language of Technique $eVolume 3 - Heritage and Expectations in Education /$fedited by Luigi Cocchiarella 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (180 p.) 300 $aDescription based upon print version of record. 311 0 $a3-319-05325-6 320 $aIncludes bibliographical references at the end of each chapters. 327 $aPart I Lectures -- 1 Kenjiro Suzuki: Graphics Literacy Education at The University of Tokyo -- 2 Cornelie Leopold: Visual Representation for Spatial Thinking -- 3 Ema Jurkin: Introducing 3D Modeling into Geometry Education at Technical Colleges -- 4 Ted Branoff: The Role of the Image in Engineering and Technical Graphics Education through a Lens of Cultural-Historical Learning Theory -- 5 Claudio Citrini: The Role of Geometry in Reasoning and Teaching -- Part II Poster Session: Images in Education. 330 $aThe book is inspired by the third seminar in a cycle connected to the celebrations of the 150th anniversary of the Politecnico di Milano (July 2013). "Educating by Image. Teaching Styles vs Learning Styles" was the motto of this meeting. The contributions (coming from lectures, the poster session, interviews and round table) aim to propose an updated look at visual education, highlighting how digital tools and networks have profoundly affected the "representational styles" of the teachers and the "cognitive styles" of the learners, while at the same time reaffirming the importance of the interaction between the two groups. As Herbert Alexander Simon once said, "Learning results... only from what the student does and thinks"; therefore "the teacher can advance learning only by influencing what the student does to learn". That is no mean feat if we consider that, according to Benjamin Samuel Bloom, visual education not only involves the pure cognition, but also the affective and the psychomotor domains, not to mention the social aspects. This is why, alongside some theoretical and historical retrospectives, the contributions recommend a continuous revision of "what" and "how" could be included in the academic curricula, also in connection with secondary schools, the professional world, targeted Lifelong Learning Programmes for students and teachers. The volume includes an interview with the science journalist and writer Piero Angela. 606 $aMathematics 606 $aGeometry 606 $aComputer simulation 606 $aEducation$xData processing 606 $aTeaching 606 $aEducational technology 606 $aMathematics in Art and Architecture$3https://scigraph.springernature.com/ontologies/product-market-codes/M34000 606 $aGeometry$3https://scigraph.springernature.com/ontologies/product-market-codes/M21006 606 $aSimulation and Modeling$3https://scigraph.springernature.com/ontologies/product-market-codes/I19000 606 $aComputers and Education$3https://scigraph.springernature.com/ontologies/product-market-codes/I24032 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 615 0$aMathematics. 615 0$aGeometry. 615 0$aComputer simulation. 615 0$aEducation$xData processing. 615 0$aTeaching. 615 0$aEducational technology. 615 14$aMathematics in Art and Architecture. 615 24$aGeometry. 615 24$aSimulation and Modeling. 615 24$aComputers and Education. 615 24$aTeaching and Teacher Education. 615 24$aEducational Technology. 676 $a003.3 676 $a370711 676 $a371.33 676 $a374.26 676 $a510 676 $a516 676 $a519 702 $aCocchiarella$b Luigi$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910299775203321 996 $aVisual language of technique$91520296 997 $aUNINA LEADER 02785nam 2200673Ia 450 001 9910959073603321 005 20250204113245.0 010 $a9781452283838 010 $a1452283834 010 $a9781452279466 010 $a1452279462 010 $a9781452275499 010 $a1452275491 035 $a(OCoLC)964565270 035 $a(MiFhGG)GVRL8082 035 $a(CKB)2670000000339023 035 $a(MiAaPQ)EBC1107890 035 $a236836 035 $a(MiFhGG)9781452279466 035 $a(OCoLC)839389103 035 $a(StDuBDS)EDZ0000104838 035 $a(MiAaPQ)EBC1993966 035 $a(Au-PeEL)EBL1993966 035 $a(OCoLC)958505010 035 $a(EXLCZ)992670000000339023 100 $a20120312d2012 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aUnlocking group potential to improve schools /$fRobert J. Garmston with Valerie von Frank ; foreword by Michael Fullan 210 $aThousand Oaks, California $cCorwin$d2012 215 $a1 online resource (xviii, 258 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 08$a9781412998895 311 08$a1412998891 320 $aIncludes bibliographical references and index. 327 $aBuilding effective groups -- Understanding group roles -- Examining decision making -- Creating focused agendas -- Forming smarter groups -- Learning the way groups talk -- Challenging mental models -- Working with conflict -- Becoming a self-directed group -- Enhancing energy sources -- Developing facilitation skills -- Learning the language of facilitation -- Intervening successfully -- Setting up the room. 330 8 $aThis field book shows educators how to develop group culture, enhance facilitators' skills, and optimize the group's most precious resource - its members. The authors describe how to form working committees, task forces, grade-level, and department teams, and faculties that are more effective and better equipped to resolve complex issues around student learning. 606 $aGroup work in education 606 $aProfessional learning communities 606 $aEducational change 606 $aSchool improvement programs 615 0$aGroup work in education. 615 0$aProfessional learning communities. 615 0$aEducational change. 615 0$aSchool improvement programs. 676 $a371.39/5 700 $aGarmston$b Robert J$01134798 701 $aVon Frank$b Valerie$01836583 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910959073603321 996 $aUnlocking group potential to improve schools$94414779 997 $aUNINA