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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 | ||
| ||
