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Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin
| Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (268 p.) |
| Disciplina | 371.35/8 |
| Collana | Dialogue Studies |
| Soggetto topico |
Dialogue analysis - Data processing
Dialogue analysis - Technical innovations Communication in education - Technological innovations Distance education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 90-272-6934-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 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 |
| Record Nr. | UNINA-9910460173103321 |
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin
| Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (268 p.) |
| Disciplina | 371.35/8 |
| Collana | Dialogue Studies |
| Soggetto topico |
Dialogue analysis - Data processing
Dialogue analysis - Technical innovations Communication in education - Technological innovations Distance education |
| ISBN | 90-272-6934-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 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 |
| Record Nr. | UNINA-9910787007003321 |
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin
| Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (268 p.) |
| Disciplina | 371.35/8 |
| Collana | Dialogue Studies |
| Soggetto topico |
Dialogue analysis - Data processing
Dialogue analysis - Technical innovations Communication in education - Technological innovations Distance education |
| ISBN | 90-272-6934-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 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 |
| Record Nr. | UNINA-9910817111703321 |
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Language as dialogue [[electronic resource] ] : from rules to principles / / Edda Weigand; edited by Sebastian Feller
| Language as dialogue [[electronic resource] ] : from rules to principles / / Edda Weigand; edited by Sebastian Feller |
| Autore | Weigand Edda |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Company, 2009 |
| Descrizione fisica | 1 online resource (419 p.) |
| Disciplina | 401/.41 |
| Altri autori (Persone) | FellerSebastian |
| Collana | Dialogue studies |
| Soggetto topico |
Dialogue analysis
Oral communication |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-44494-8
9786612444944 90-272-8888-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910457015303321 |
Weigand Edda
|
||
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Company, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Language as dialogue [[electronic resource] ] : from rules to principles / / Edda Weigand; edited by Sebastian Feller
| Language as dialogue [[electronic resource] ] : from rules to principles / / Edda Weigand; edited by Sebastian Feller |
| Autore | Weigand Edda |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Company, 2009 |
| Descrizione fisica | 1 online resource (419 p.) |
| Disciplina | 401/.41 |
| Altri autori (Persone) | FellerSebastian |
| Collana | Dialogue studies |
| Soggetto topico |
Dialogue analysis
Oral communication |
| ISBN |
1-282-44494-8
9786612444944 90-272-8888-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910780935103321 |
|
Weigand Edda
|
||
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Company, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Language as dialogue : from rules to principles / / Edda Weigand; edited by Sebastian Feller
| Language as dialogue : from rules to principles / / Edda Weigand; edited by Sebastian Feller |
| Autore | Weigand Edda |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Company, 2009 |
| Descrizione fisica | 1 online resource (419 p.) |
| Disciplina | 401/.41 |
| Altri autori (Persone) | FellerSebastian |
| Collana | Dialogue studies |
| Soggetto topico |
Dialogue analysis
Oral communication |
| ISBN |
1-282-44494-8
9786612444944 90-272-8888-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Language as Dialogue -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Preface -- Introduction -- Origins of the essays -- Part I -- Part II -- Part III -- Part I. Language as dialogue in a theory of communicative competence -- Introduction to Part I -- The dialogic principle revisited -- 1. The dialogic principle -- 2. Language, communication and dialogue -- 3. Language as action -- 4. Coming to an understanding versus understanding /"Verständigung" versus "Verstehen" -- 5. Speech acts as pragmatic claims -- 6. Action and mental states -- Notes -- Discourse, conversation, dialogue -- 1. Preliminary remarks -- 2. Discourse -- 2.1 Discourse as 'text beyond the sentence' -- 2.2 Looking for structure -- 2.3 Getting out of the problem -- 2.4 Stocktaking in discourse analysis -- 3. Conversation -- 3.1 Conversation as authentic text -- 3.2 Conversation and speech acts -- 3.3 Stocktaking in conversation analysis -- 4. Dialogue -- 4.1 Dialogue as dialogic competence -- 4.2 Dialogue as a functional concept -- 4.3 Dialogue as a process -- 4.4 Stocktaking in dialogue analysis -- 5. Concluding remarks -- Looking for the point of the dialogic turn -- 1. The central question -- 2. Conversational Analysis and Discourse Analysis: A new field without a defined object -- 3. Dialogue Grammar and the direction towards dialogue competence -- 4. From classification to function: Language as dialogue -- 5. Why the dialogic turn has to go in this direction -- 6. Comparison with other approaches -- 7. Is collective action the same as dialogic action? -- 8. Methodological principles for a theory of dialogue -- 9. Guide-lines for future research -- 10. How could we measure scientific progress? -- Words and their role in language use -- 1. Introductory methodological remarks -- 2. How far are cognitive concepts relevant for language use?.
3. About the difference of words: Types of words -- 4. About the difference of meanings: Types of meaning -- 5. Meaning positions as minimal units of meaning -- 6. An example -- 7. Comparison with other models -- 8. Perspectives for future research -- Lexical units and syntactic structures -- 1. The starting point -- 2. The lexical unit: Words and phrases -- 3. The construction of the utterance -- 4. Speech act functions and devices from a comparative viewpoint -- 5. Sample analysis -- 6. Enlarging the analysis -- 7. Conclusions -- Acknowledgement -- Rhetoric and argumentation in a dialogic perspective -- 1. The scope of rhetoric -- 1.1 Is there a distinction between rhetoric and description? -- 1.2 Evaluative criteria -- 1.3 The hearer as audience versus the reacting interlocutor -- 2. The role of argumentation -- 2.1 New Rhetoric -- 2.2 In a dialogic framework -- 3. Authentic examples -- 3.1 Rhetorical success of a directive action game -- 3.2 Rhetorical failure of a directive action game -- 3.3. Rhetoric and argumentation in a debate -- 4. Rhetorical principles in a unified model of effective language use -- Appendix -- Part II. At the crossroads -- Introduction to Part II -- The unit beyond the sentence -- 1. The sentence as a turning point in modern linguistics -- 2. The importance of the unit question -- 3. Text, discourse -- 4. Utterance, speech act -- 5. The sequence of action and reaction -- 6. The minimal dialogic action game -- 7. Consequences -- Coherence in discourse -- 1. The term coherence -- 2. Coherence given in the text -- 3. Coherence in social interaction -- 4. Analysing some authentic examples -- 5. Conclusion: Coherence as a dialogic principle -- Emotions in dialogue -- 1. Emotions and scientific research -- 2. Emotions as part of the action game -- 3. Expressing emotions as communicative purpose. 4. Principles of Emotion in dialogue -- 4.1 Emotion under control -- 4.2 Emotion and rationality in conflict -- 4.3 Emotion dominating -- 5. Concluding remarks -- Dialogue in the grip of the media -- 1. The media as a factor of modern life -- 2. Dialogues as action games -- 3. Dialogues on stage on television -- 4. Dialogue games on the internet -- 4.1 The standard game -- 4.2 The great moments of the game -- 5. Conclusion and future perspectives -- Appendix 1 -- Appendix 2 -- Patterns and beyond in dialogic interaction -- 1. The issue of the complex -- 2. Methodological exigencies or the limits of machines -- 3. Plurality of models and the issue of how to find the right approach -- 4. Principles and patterns -- 4.1 Action patterns -- 4.2 Utterance patterns -- 4.3 Sequencing patterns -- 4.4. Patterns of going beyond or the 'mind' of machines -- 4. Summary -- Patterns and beyond in lexical semantics -- 1. Language technology and the issue of word meaning -- 2. Word meaning and utterance meaning and the issue of encyclopedic knowledge -- 3. The lexical unit or the issue of a phrasal lexicon -- 4. Lexicon and syntax or the issue of utterance syntax -- 5. Deriving lexical meanings from human abilities -- 6. The issue of machine translation -- 7. Nominal patterns -- 8. Verbal patterns -- 9. Conclusions -- The end of certainty in dialogue analysis -- 1. Facing a world of uncertainty -- 2. Searchers after hidden laws -- 3. Searchers in authentic texts -- 4. Searching for a way out of the dilemma -- 5. Accepting the end of certainty and addressing the complex whole: The theory of the dialogic action game -- 6. Dialogue as persuasion: A sample analysis -- 7. Conclusions -- Appendix -- Part III. Language as dialogue in a theory of communicative competence-in-performance -- Introduction to Part III -- The dialogic action game. 1. Dialogue analysis in the new millennium -- 2. Progress in Dialogue Analysis -- 2.1 Empirical evidence -- 2.2 Structure on an empirical base -- 2.3 Priority to the model -- 2.4 Methodology at the cross-roads -- 2.5 The model of the Action Game -- 3. How to describe the Action Game -- 3.1 Fundamental premises on the nature of the phenomenon -- 3.2 Basic methodological principles of how to behave in dialogic action -- 3.3 Corollary principles of dialogic action -- 4. Conclusion: Towards a human linguistics -- Dialogue Analysis 2000 -- 1. Dialogue Analysis 2000 and the scientific claim of the new millennium -- 2. The state of the art in Dialogue Analysis -- 3. Some examples -- 3.1 Meaning is not defined -- 3.2 Different communicative means are integrated -- 3.3 Concepts of probability are constitutive components in the action game -- 3.4 Not everything is said explicitly -- 4. Fundamentals of dialogue -- 5. Redefining linguistics as a human science -- Possibilities and limitations of corpus linguistics -- 1. Introduction -- 2. The corpus as linguistic object-of-study -- 2.1 Can we trust the text? -- 2.2 Can we trust the words? -- 3. The corpus as a tool -- 5. Conclusions -- Dialogue and teaching in multicultural settings -- 1. The multicultural society -- 2. The issue of teaching -- 3. Dialogue as multicultural action game -- 4. Concluding remarks -- Acknowledgement -- Appendix -- Principles of dialogue -- 1. Change in methodology: From rules to principles -- 2. Cooperation and conflict -- 3. Dialogue: The mixed game -- 4. Institutional games -- 4.1 The general problem -- 4.2 Towards a typology of dialogic business games -- 4.3 Sample analysis -- 5. Concluding remarks on human action in general -- Acknowledgement -- Appendix -- Dialogue: Text and context -- 1. The central question -- 2. The methodology of the simple: Separating text and context. 3. A sample analysis as a test case -- 4. The methodology of the complex: The MGM -- 4.1 Circumscribing the complex whole: Premises about the object -- 4.2 Deriving methodological principles -- 5. Different types of context -- 6. Concluding remarks -- The argumentative power of words -- 1. Rethinking argumentation theory -- 2. Argumentation as a mixed game -- 3. Words and action -- 4. How to move people's minds with words -- 4.1 The voice of rationality -- 4.2 The voice of persuasion -- 5. Words as a key to action -- Internet references -- Appendix -- A look beyond -- References -- General index -- List of Edda Weigand's publications -- The series Dialogue Studies. |
| Record Nr. | UNINA-9910827478703321 |
|
Weigand Edda
|
||
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Company, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||