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AI in Learning: Designing the Future / / edited by Hannele Niemi, Roy D. Pea, Yu Lu
| AI in Learning: Designing the Future / / edited by Hannele Niemi, Roy D. Pea, Yu Lu |
| Autore | Niemi Hannele |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, : Springer Nature, 2023 |
| Descrizione fisica | 1 online resource (XXV, 344 p. 49 illus., 42 illus. in color.) |
| Disciplina | 150 |
| Soggetto topico |
Psychology
Social sciences—Data processing Education Cognitive science Teaching Artificial intelligence Behavioral Sciences and Psychology Computer Application in Social and Behavioral Sciences Cognitive Science Pedagogy Artificial Intelligence Intel·ligència artificial Ensenyament Aprenentatge Educació Ètica Aprenentatge automàtic |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
artificial intelligence
life-long learning tutoring virtual learning learning analytics well-being simulations games intelligent digital tools deep learning robotics human-machine interaction |
| ISBN | 3-031-09687-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1.Introduction to AI in Learning – Designing the Future -- Part I: AI expanding learning and wellbeing throughout life -- 2.Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics -- 3.Curiosity and Interactive Learning in Artificial Systems -- 4.Assessing and Tracking Students’ Wellbeing through an Automated Scoring System: Schoolday Wellbeing Model -- 5.Learning from Intelligent Social Agents as Social and Intellectual Mirrors -- 6.An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis -- 7.Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence -- Part II. AI in Games and Simulations -- 8.Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-centered AI-based Environments -- 9.Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations? -- 10.Learning clinical reasoning through gaming in nursing education – Future scenarios of game metrics and AI -- 11.AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations -- Part III. AI Technologies for education and Intelligent Tutoring Systems -- 12.Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-based Immersive Learning.-13.Multiple users’ experiences of an AI-aided educational platform for teaching and learning. 14.Deep Learning in Automatic Math Word Problem Solvers. 15.Recent Advances in Intelligent Textbooks for Better Learning -- Part IV. AI and Ethical Challenges in New Learning Environments -- 16.Ethical Guidelines for Artificial Intelligence-based Learning: A Transnational Study between in China and Finland -- 17.Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools -- 18.Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A thought experiment on AI Ethics -- 19.Four surveillance technologies creating challenges for education -- 20.Reflections on the contributions and future scenarios in AI-based learning. |
| Record Nr. | UNINA-9910632469503321 |
Niemi Hannele
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| Cham, : Springer Nature, 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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A Beginner’s Guide to Learning Analytics / / by Srinivasa K G, Muralidhar Kurni
| A Beginner’s Guide to Learning Analytics / / by Srinivasa K G, Muralidhar Kurni |
| Autore | Srinivas K. G |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (336 pages) |
| Disciplina | 371.26 |
| Collana | Advances in Analytics for Learning and Teaching |
| Soggetto topico |
Educational technology
Education - Data processing Digital Education and Educational Technology Computers and Education Ensenyament Aprenentatge Models matemàtics |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-70258-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 -- Introduction to Learning Analytics -- 1.1. Introduction to Learning Analytics -- 1.2. Learning analytics: A new and rapidly developing field -- 1.3. Benefits and Challenges of learning analytics -- 1.4. Ethical Concerns with Learning Analytics -- 1.5. Use of Learning analytics -- 1.6. Conclusion -- 1.7. Review Questions -- Chapter 2 Educational Data Mining & Learning Analytics -- 2.1. Introduction -- 2.2. Educational Data Mining (EDM) -- 2.3. Educational Data Mining & Learning analytics -- 2.4. Educational Data Mining & Learning analytics Applications -- 2.5. Conclusion -- 2.6. Review Questions -- Chapter 3.-Preparing for Learning Analytics -- 3.1. Introduction -- 3.2. Role of Psychology in Learning analytics -- 3.3. Architecting the learning analytics environment -- 3.4. Major Barriers for adopting Learning Analytics.-3.5. Case Studies -- 3.6. Conclusion -- 3.7. Review Questions -- Chapter 4. Data requirements for Learning analytics -- 4.1. Introduction -- 4.2. Types of data used for Learning Analytics -- 4.3. Data Models used to represent usage data for Learning analytics -- 4.4. Data Privacy maintenance in Learning analytics -- 4.5. Case Studies -- 4.6. Conclusion -- 4.7. Review Questions -- Chapter 5. Tools for Learning Analytics -- 5.1. Introduction -- 5.2. Popular Learning Analytics Tools -- 5.3. Choosing a Tool -- 5.4. Strategies to Successfully Deploy a Tool -- 5.5. Exploring Learning Analytics Tools -- 5.6. Case Studies -- 5.7. Developing a Learning analytics Tool -- 5.8. Conclusion -- 5.9. Review Questions.-Chapter 6 -- Other Technology Approaches to Learning Analytics -- 6.1. Introduction -- 6.2. Big Data & Learning Analytics -- 6.3. Data Science & Learning Analytics -- 6.4. AI & Learning Analytics -- 6.5. Machine Learning & Learning Analytics -- 6.6. Deep Learning & Learning Analytics -- 6.7. Case Studies -- 6.8. Conclusion -- 6.9. Review Questions -- Chapter 7 -- Learning Analytics in Massive Open Online Courses -- 7.1 Introduction to MOOCs -- 7.2. From MOOCs to Learning analytics -- 7.3. Integrating Learning analytics with MOOCs -- 7.4. Benefits of applying Learning Analytics in MOOCs -- 7.5. Major Concerns of implementing Learning Analytics in MOOCs -- 7.6. Limitation of Applying Learning Analytics in MOOCs -- 7.7. Tools that support Leaning analytics in MOOCs -- 7.8. Case Studies -- 7.9. Conclusion -- 7.10. Review Questions -- Chapter 8 -- The Pedagogical perspective of Learning Analytics -- 8.1. Introduction to Pedagogy -- 8.2. Learning Analytics based Pedagogical Framework -- 8.3. Pedagogical Interventions -- 8.4. Learning Analytics based Pedagogical Models -- 8.5. Case studies -- 8.6. Conclusion -- 8.7. Review Questions -- Chapter 9. Moving Forward -- 9.1. Self-Learning and Learning analytics -- 9.2. Lifelong learning and learning analytics -- 9.3. Present and future trend of learning analytics in the world -- 9.4. Measuring 21st Century Skills using Learning analytics -- 9.5. Moving Forward -- 9.6. Smart Learning analytics -- 9.7. Case Studies -- 9.8. Conclusion -- 9.9. Review Questions.-Chapter 10 -- Case Studies -- 10.1. Recommender systems using learning analytics -- 10.2. Learning Analytics in Higher Education -- 10.3. Other Evidences on the use of Learning Analytics -- Chapter 11. Problems. |
| Record Nr. | UNINA-9910483637203321 |
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Srinivas K. G
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Being a teacher : from technicist to existential accounts, in conversation with Jean-Paul Sartre / / Alison M. Brady
| Being a teacher : from technicist to existential accounts, in conversation with Jean-Paul Sartre / / Alison M. Brady |
| Autore | Brady Alison M. |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (199 pages) |
| Disciplina | 385 |
| Collana | Contemporary Philosophies and Theories in Education |
| Soggetto topico |
Teaching - Philosophy
Ensenyament Filosofia |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811973239
9789811973222 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Contents -- About the Author -- Chapter 1: Introduction -- 1.1 Why I Write -- 1.2 Why Sartre and Why Now? -- 1.3 Overview of the Book -- 1.3.1 Part I: Evaluating Teachers -- 1.3.2 Part II: Sartre, Existentialism and Education -- 1.3.3 Part III: Being a Teacher -- References -- Part I: Evaluating Teachers -- Chapter 2: Self-Evaluation and the Technicist Logic of Teaching -- 2.1 The Neoliberal Turn -- 2.2 Neoliberalism in the Irish Context -- 2.3 School Self-Evaluation: Autonomy, Accountability and Evidence -- 2.3.1 The Balance of Accountability and Autonomy -- 2.3.2 Developing a Culture and a Common Language -- 2.3.3 The Focus on Evidence -- 2.4 Towards a New Account -- References -- Part II: Sartre, Existentialism and Education -- Chapter 3: Navigating Vocabularies: Transitioning from Policy to Existentialism -- 3.1 The Origins of Existentialist Thought? -- 3.2 Common Themes in Existentialist Thought -- 3.2.1 The Individual in a Disenchanted World -- 3.2.2 The Lure of Nihilism -- 3.2.3 Reactions to Scientism -- 3.2.4 The Committed Individual -- 3.3 Sartrian Existentialism -- 3.3.1 Existentialism and Phenomenology -- 3.3.2 The 'Pre-reflective' Cogito -- 3.3.3 Facticity and Transcendence -- 3.3.4 Bad Faith -- 3.3.5 The Other -- 3.4 An Educational Focus -- References -- Chapter 4: Putting Oneself Into Words: Sartre and the Production of Selfhood -- 4.1 Phenomenology of the Self -- 4.2 Transcendental and Material Conceptions -- 4.2.1 The Transcendental Ego -- 4.2.2 The Material Ego -- 4.3 The Produced Self -- 4.3.1 Uncertain States -- 4.3.2 Actions and Dispositions -- 4.3.3 The Self and the Other -- 4.4 Freedom, Responsibility and the Self -- References -- Chapter 5: Freedom and Facticity in the Classroom -- 5.1 Sartre's 'Phenomenological Ontology' -- 5.1.1 Being-In-Itself and Being-For-Itself.
5.1.2 Concrete Nothingness -- 5.2 The Pursuit of Meaning -- 5.2.1 The Fundamental Project -- 5.3 Freedom and Responsibility -- 5.3.1 Freedom as a Response -- 5.3.2 Anguished Responsibility -- 5.4 Freedom, Responsibility and Ethics -- 5.5 Freedom and Facticity in the Classroom -- 5.5.1 Problematic Dualisms -- 5.5.2 Concrete Nothingness -- 5.5.3 Professional Judgement -- 5.5.4 Freedom, Facticity and the Fundamental Project -- References -- Chapter 6: Bad Faith, Sincerity and the Role of the Teacher -- 6.1 Uneasy Tensions -- 6.2 Bad Faith and Self-Deception -- 6.2.1 The 'Unconscious' Explanation -- 6.3 Sincerity and the Forms of Bad Faith -- 6.4 The Faith of Bad Faith -- 6.5 Being Who You Are in the Classroom? -- 6.5.1 Role-Playing in the Classroom -- 6.5.2 Responding to the Situation -- 6.5.3 From Individual and Institutional Bad Faith -- References -- Chapter 7: The Look of the Other and the Experience of Teaching: The Failure of Solipsism and the Pursuit of Vulnerability -- 7.1 From Being an Individual to Being for the Other -- 7.2 The Look of the Other -- 7.2.1 The Other and the Production of the Self -- 7.2.2 Perpetual Struggle -- 7.3 Our Embodied Relationship with Others -- 7.4 The Self and the Other in the Educational Context -- 7.4.1 The Solipsistic Teacher -- 7.4.2 Being Seen -- 7.4.3 An Armistice with the Other? -- 7.4.4 The Suspension of Being-for-the-Other -- 7.5 Being an 'Authentic' Teacher? -- References -- Part III: Accounting for Oneself in Teaching -- Chapter 8: Parrhesia, Bad Faith and Accounting for Oneself -- 8.1 Sartre, Foucault and Care of the Self -- 8.2 Care of the Self as Parrhesia -- 8.3 Parrhesia and Bad Faith -- 8.4 Autobiographical Writing as a Parrhesiastic Practice -- 8.4.1 Frankness and (Self-)Criticism -- 8.4.2 Truth, Sincerity and Bad Faith -- 8.4.3 The Scene of the Address -- 8.5 The Beautiful Risk. 8.6 Parrhesiastic Techniques in Teaching -- 8.6.1 Self-Examination -- 8.6.2 Self-Diagnosis -- 8.6.3 Self-Testing -- 8.7 Trusting Teachers -- References -- Chapter 9: Towards an Existentialist Account of Teaching -- 9.1 An Anecdotal Account -- 9.1.1 Analysing Accounts -- 9.2 Technicist Accounts -- 9.2.1 Language and Accuracy -- 9.2.2 The Disposition of Account-Giving -- 9.2.3 Cultivated Distrust? -- 9.3 Towards an Existentialist Account -- 9.3.1 Language, Certainty and Commitment -- 9.3.2 The Tendency to Explain -- 9.3.3 Response and Responsibility -- 9.4 Giving an Account of Oneself -- References -- Chapter 10: Concluding Thoughts and Reflections -- 10.1 Summary of the Text -- 10.2 Final Reflections -- References -- Appendix: School Self-Evaluation Framework: Statements of Practice. |
| Record Nr. | UNINA-9910629291703321 |
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Brady Alison M.
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| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Career change teachers : bringing work and life experience to the classroom / / Meera Varadharajan, John Buchanan
| Career change teachers : bringing work and life experience to the classroom / / Meera Varadharajan, John Buchanan |
| Autore | Varadharajan Meera |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (232 pages) |
| Disciplina | 929.374 |
| Soggetto topico |
Education
Ensenyament Professors Reorientació professional |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-6038-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910506375403321 |
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Varadharajan Meera
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist
| Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (246 pages) |
| Disciplina | 375.001 |
| Collana | Transdisciplinary Perspectives in Educational Research |
| Soggetto topico |
Learning - Evaluation
Teaching - Evaluation Education - Curricula Ensenyament Aprenentatge Avaluació educativa Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-20810-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- 1. Introduction -- Part I. Theoretical Reflections on Research Orientations in Didactics -- 2. Pedagogical Content Knowledge and Subject Didactics. An Intercontinental Dialogue? -- 3. Comparative Didactics. A (re)constructive move from Subject Didactics in the French-Speaking Educational Research -- 4. Teaching Traditions in Classroom Practice – A Comparative Didactic Approach -- 5. The Rise, Evolution, and Future of Didactics in Italy: Branching Out Towards New Research Horizons -- Part II. Methods and Lenses for Exploring Teaching and Learning in the Classroom -- 6. Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain -- 7. Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction -- 8. Issues in “Individualized” Teaching Practice in Germany. An Ethno-Methodological Approach -- 9. Towards Programmatic Research When Studying Classroom Teaching and Learning? -- Part III. Didactics Meets Societal Challenges -- 10. Addressing Gender in French Research on Subject Didactics. A New Line of Investigation in Physical Education -- 11. A Gender-balanced Approach to Teaching Visual Literacy in the Czech Republic -- 12. Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums -- 13. ICT in the Classroom. Didactical Challenges for Practitioners and Researchers -- Index. |
| Record Nr. | UNINA-9910647382903321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Emergency remote learning, teaching and leading : global perspectives / / Charmaine Bissessar, editor
| Emergency remote learning, teaching and leading : global perspectives / / Charmaine Bissessar, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (263 pages) |
| Disciplina | 371.3344678 |
| Soggetto topico |
Web-based instruction
Teaching Aprenentatge electrònic Ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-76591-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910506404803321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Essential evidence-based teaching strategies : ensuring optimal academic achievement for students / / Garry Hornby, Deborah Greaves
| Essential evidence-based teaching strategies : ensuring optimal academic achievement for students / / Garry Hornby, Deborah Greaves |
| Autore | Hornby Garry |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (161 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Teaching
Educational psychology Ensenyament Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-96229-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Foreword -- Preface -- Acknowledgments -- Contents -- About the Authors -- Chapter 1: Importance of Evidence-Based Teaching Strategies -- Rationale for the Book -- Importance and Challenges of Using Evidence-Based Teaching Strategies -- Sources of Evidence-Based Practice -- Example of Evidence from the Above Sources on a Well-Known Intervention -- Interventions That Are Not Evidence-Based Practices -- Ability Grouping -- Learning Styles -- Irlen Lenses -- Key Evidence-Based Practices for Education -- Conclusion -- References -- Chapter 2: Teacher-Student Rapport -- Rationale -- Listening Skills -- Attentiveness -- Passive Listening -- Paraphrasing -- Active Listening -- Assertion Skills -- Basic Elements of Assertiveness -- Physical Assertiveness -- Vocal Assertiveness -- Assertion Muscle Levels -- Giving Constructive Feedback -- Describe -- Express and/or Explain -- Specify -- Consequences -- Preparation and Delivery -- Responding to Criticism -- Step One: Listening to the Criticism -- Step Two: Deciding on the Truth -- Step Three: Responding Assertively -- Step Four: Letting Go -- Dealing with Aggression -- Problem-Solving -- Teaching Programs of Social and Emotional Development -- Circle Time -- Incredible Years Programs -- Teacher Skills for Leading Social and Emotional Learning Programs -- Conclusion -- References -- Chapter 3: Formative Assessment -- Rationale -- Theory -- Performance Feedback -- Formative Assessment Practices -- Planning -- Frequency and Timing -- Using Formative Assessment Information -- Setting Goals for Learning: Where Is the Learner Going? -- Monitoring the Learner: Where Is the Learner Functioning Now? -- Practices That Support Formative Assessment -- Observation -- Questioning -- Self-Reflection -- Criterion-Based Assessments -- Cooperative Learning Strategies.
Formative Assessment Strategies for Preschool and Elementary Students -- Experiential Learning with Targeted Observation -- Strategies for Middle and High School Students -- Rubrics -- Entrance and Exit Tickets -- Checklists -- Conclusion -- References -- Chapter 4: Direct Instruction -- Rationale -- Historical Development -- Overview of Direct Instruction Programs -- Published Programs -- Principles of Direct Instruction -- Classroom Practices -- Planning for Instruction -- Students' Existing Knowledge and Skills -- Engaging Students -- Adapting to the Needs of Older Students -- During the Lesson -- Setting Learning Intentions -- Scaffolded Instruction -- Demonstration and Modeling -- Guided Practice -- Independent Practice -- Feedback and Verification -- Direct Instruction Strategies for Preschool and Elementary Students -- Reading Recovery -- Shared Reading -- Strategies for Middle and High School Students -- Scaffolding with Socratic Circles -- Explicit Instruction -- Conclusion -- References -- Chapter 5: Cooperative Learning -- Rationale -- Theory -- Positive Interdependence -- Group Sharing -- Role-Playing -- Individual Accountability -- Group Recitation of a Poem or Oral Retelling of a Story -- Group Study with Random Checking -- Face-to-Face Promotive Interaction -- Blind Drawing -- Parking Lot -- Social Skills -- Activities to Encourage Participation, Turn-Taking, and Respect-Building Skills -- Group Processing -- Planning for Cooperative Instruction -- Selecting Assignments -- Purpose of Groups -- Factors to Consider When Forming Groups -- Rewarding in a Cooperative Environment -- Establishing Work Habits and Behaviors -- Modeling of Expectations and Routines -- Setting Norms and Clarifying Rules and Responsibilities -- Making Cooperative Learning Strategies Part of Classroom Routines. Cooperative Learning Strategies for Elementary Students -- Numbered Heads Together (Kagan 1994) -- Four Corners -- Cooperative Learning Strategies for Middle and High School Students -- Jigsaw (Aronson & -- Patnoe 1997) -- Student Teams Achievement Divisions (STAD) (Slavin 1995) -- Group Investigation (Sharan and Sharan 1990) -- Conclusion -- References -- Chapter 6: Peer Tutoring -- Rationale -- Theory -- Peer Tutoring Models -- Planning for Peer Tutoring -- Building Effective Peer Tutoring Teams -- Creating an Appropriate Climate of Sharing -- Establishing Learning Structures to Improve Knowledge and Accuracy -- Identifying Learning Outcomes -- Clarifying Tutoring Methods -- Monitoring Progress and Providing Feedback -- Peer Tutoring Strategies for Elementary Students -- Class-Wide Peer Tutoring -- Reciprocal Peer Tutoring -- Peer Tutoring Strategies for Secondary Students -- Peer-Assisted Learning Strategies (PALS) -- Peer Editing -- Conclusion -- References -- Chapter 7: Metacognitive Strategies -- Rationale -- Theory -- Study Skills -- Concept Mapping -- Mnemonics -- SQ3R Reading Method -- Reciprocal Teaching -- KWL -- Anticipation Guide -- Think Aloud -- Additional "Think-Aloud" Tips -- Conclusion -- References -- Chapter 8: Functional Behavior Assessment -- Rationale -- Theory -- Preventative Measures -- School-Wide Supports -- Classroom Supports -- Establishing Clear Rules -- Managing Noise, Movement, and Transitions -- Establishing Classroom Incentives -- Enhancing Engagement -- Building Relationships and Peer Support -- Individual Supports -- Conducting a Functional Behavior Assessment (FBA) -- Involving Parents, Teachers, Students, and Relevant Staff -- Functional Analysis -- Descriptive Assessment -- Indirect Assessment -- Developing Behavior Intervention Plans (BIP) -- Implementing the BIP -- Monitoring and Modifying the BIP. Strategies for Preschool and Elementary Students -- Visual Schedules -- Check-in and Checkout -- Strategies for Middle and High School Students -- The Student-Teacher Game -- Behavior Contracts -- Conclusion -- References -- Chapter 9: Parental Engagement -- Rationale -- Barriers to Effective Parent Involvement -- Theoretical Approach to Facilitating Effective Parent Engagement -- Parental Needs -- Channels of Communication -- Liaison with School Staff -- Parent Education -- Parent Support -- Parental Contributions -- Policy Formation -- Acting as a Resource -- Collaborating with Teachers -- Sharing Information on Children -- Strategies and Interventions for Effective Parental Engagement -- Strategies for Encouraging Parents into School -- Parent-Teacher Meetings -- Written Communication -- Telephone Contacts -- Technological Options for Communication -- Home Visits -- Attitudes and Beliefs on Working with Parents -- Examples of PI and PE at Various Stages of the Education System -- Early Years Examples -- Elementary School Examples -- Middle School Examples -- High School Examples -- Conclusion -- References -- Chapter 10: Implementation of Evidence-Based Teaching Strategies -- Rationale for Focusing on Implementation -- Barriers to the Use of Evidence-Based Strategies -- Factors Facilitating the Use of Evidence-Based Teaching Strategies -- Sustaining the Use of Evidence-Based Teaching Strategies -- Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910585772003321 |
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Hornby Garry
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evidence-based teaching for the 21st century classroom and beyond : innovation-driven learning strategies / / Kumaran Rajaram
| Evidence-based teaching for the 21st century classroom and beyond : innovation-driven learning strategies / / Kumaran Rajaram |
| Autore | Rajaram Kumaran |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (284 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Teaching
Ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-336-804-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Preface -- Testimonials -- Contents -- List of Figures -- List of Tables -- 1 Transformation in Higher Education: Twenty-First-Century Teaching and Learning Competencies -- 1.1 Introduction -- 1.2 Teaching and Learning in Higher Education -- 1.3 Challenges: Urgency to Re-Think, Transform and Adapt -- 1.4 Overview of the Chapters of the Book -- 1.5 Intertwined Relationship: Evolving Role of Educators and Congruence in Students' Learning -- 1.5.1 Role Model -- 1.5.2 Mentor -- 1.5.3 Coach -- 1.5.4 Facilitator -- 1.6 Significance of Developing Employability Skills Through Innovation-Driven Teaching Philosophy, Learning Culture and Pedagogical Design -- 1.7 Future of Learning and Teaching: Re-imagine Education -- References -- 2 Engaging Learners: A Flipped Classroom Approach -- 2.1 Introduction -- 2.2 Theoretical Background -- 2.2.1 Flipped Classroom -- 2.2.2 Technology-Enhanced Learning -- 2.2.3 Blended Learning -- 2.3 Concept and Features of the Framework -- 2.3.1 Pre-class Online Learning -- 2.3.2 Face-to-Face Session: Applied and Active Learning, Scaffolding Learning Support System -- 2.3.3 Pre-class Online Learning: Components -- 2.3.4 Face-to-Face Seminar with Real-Time Technological Interventions -- 2.4 Methodology -- 2.4.1 Phase 1 of Study -- 2.4.2 Phase 2 of Study -- 2.5 Results and Discussion -- 2.5.1 Phase 1 of Study -- 2.5.2 Survey Findings -- 2.6 Phase 2 of the Study -- 2.6.1 Prior Versus After Implementation of Flipped Learning -- 2.6.2 Interview Findings -- 2.7 Recommendations -- 2.8 Limitations, Conclusions and Future Reflections -- Appendix A: Post-TEL Survey -- Appendix B: Interview Questions -- Appendix C: LAMS, "doKumaran" Tool, and Active Support System -- Learning Activity Management System (LAMS) -- The "doKumaran" Tool -- Appendix D: Video Trailer for Flipped Classroom.
Appendix E: The Process Flows of the 5 Activity Sequences -- Appendix F: Student Responses to the Use of the Scaffolding Learning Support System -- References -- 3 Learning Interventions: Collaborative Learning, Critical Thinking and Assessing Participation Real-Time -- 3.1 Abstract-Study 1 -- 3.2 Introduction -- 3.3 Theoretical Background -- 3.3.1 Critical Thinking -- 3.3.2 Assessment -- 3.3.3 Class Participation -- 3.4 Concept and Features of the Framework -- 3.5 Research Questions -- 3.6 Methods -- 3.6.1 Settings -- 3.6.2 Phase 1 of Study -- 3.6.3 Phase 2 of Study -- 3.7 Results and Discussion -- 3.7.1 Phase 1 of Study-Survey -- 3.7.2 Phase 1 of Study-Focus Group -- 3.7.3 Phase 2 of Study -- 3.8 Expert Reviews by Professors in Universities and Senior Leaders in Multi-National Corporations -- 3.9 Limitations, Conclusion and Future Reflections -- 3.10 Abstract-Study 1 -- 3.11 Introduction -- 3.12 Learning Activity Management System (LAMS) -- 3.13 The "doKumaran" Tool -- 3.14 Theories and Conceptual Frameworks: In Support of Creation of "doKumaran" Tool -- 3.15 Collaborative Learning -- 3.16 Student Engagement -- 3.17 Critical Thinking Skills -- 3.18 Findings and Discussions -- 3.19 Conclusion -- Appendix A: Post-Survey (After the Intervention of the Learning Support System) -- Survey Questions -- Appendix B: Interview Questions -- Appendix C: Video Resources -- Appendix D: Screen Shot of K^mAlive Feature Embedded with NTULearn (Blackboard) -- References -- 4 Social-Psychological Intervention: Cognitive Empathy Development -- 4.1 Introduction -- 4.2 Goals of the Research Study -- 4.3 Impact of the Study -- 4.4 Significance of the Study -- 4.4.1 Importance to Teaching and Learning -- 4.4.2 Leads to Improved Students' Outcomes -- 4.5 Impact on Teaching and Learning at the University -- 4.6 Literature Review -- 4.6.1 Leadership Competencies. 4.6.2 Empathy -- 4.6.3 Social-Psychological Intervention -- 4.6.4 Evidence-Based Pedagogies: Engagement -- 4.6.5 Design Thinking -- 4.7 Intervention 1 -- 4.7.1 Introduction -- 4.7.2 Hypothesis -- 4.7.3 Methods -- 4.7.4 Results -- 4.7.5 Discussion -- 4.8 Intervention 2 -- 4.8.1 Hypothesis -- 4.8.2 Method -- 4.8.3 Results (Activity) -- 4.8.4 Results (Ethical Assignment) -- 4.8.5 Results (Field Report) -- 4.8.6 Discussion -- 4.8.7 Conclusion -- References -- 5 Student-Centric Learning: A Transformation in the Learning Culture -- 5.1 Introduction -- 5.2 Instructional Strategies -- 5.3 E-Learning -- 5.4 Blended Learning -- 5.5 Learning Through Simulation and Management Games/Activities -- 5.6 Shift in the Roles Undertaken by Instructors -- 5.7 Learning Activity Management System (LAMs) -- 5.8 Proposed Conceptual Framework: Hybrid Learning Model -- 5.9 Impact and Outcomes of the Proposed Conceptual Blended Learning Framework -- 5.10 Shift in Learning Culture: Embracing Creative Learning -- 5.11 Grades Focused Versus Effective Learning -- 5.12 Mindset Shift and Habitual Behavioural Issues -- 5.13 Value Creation in the Subjects Through the "eyes" of the Business Students -- 5.14 Assessment: Rigorous, Objective, External, Unbiased and Standardized-Examining Students' Understanding, Critical Thinking and Application -- 5.15 Professional Soft Skills Training -- 5.16 Feedback Process -- 5.17 Learning for the Twenty-First Century -- References -- 6 Reflective Peer Review Feedback: Leadership Development -- 6.1 Introduction -- 6.2 Social-Psychological Interventions -- 6.3 Leadership Development -- 6.4 Student Peer Review -- 6.5 Methodology -- 6.6 Results and Discussion -- 6.7 Conclusion -- Appendix A: Leadership Competency Reflective Peer Feedback -- Appendix B: Peer Review Leadership Competency-Guide Reflective Questions. Appendix C: Overview of Weekly Activities -- Appendix D: Weekly Guide for the Active Learning Activities -- References -- 7 Learning Through Social Media: Facebook as a Collaborative and Experiential Pedagogical Tool -- 7.1 Introduction: Social Media as a Learning Platform in Higher Education -- 7.1.1 Prevalent Time Spent on Social Networking Sites -- 7.2 Background of Facebook -- 7.3 Facebook as a Collaborative and Experimental Pedagogical Tool -- 7.4 Facebook Versus Institutional Learning Management Systems -- 7.5 Gaps to Be Addressed in This Research Study -- 7.6 Rationale of This Study -- 7.7 Method -- 7.7.1 Course Facebook Main Page and Group Pages -- 7.7.2 Participants -- 7.7.3 Procedure -- 7.8 Analysis -- 7.9 Findings-Phase 1: Interviews with Students -- 7.9.1 Qualitative Indicators of Critical Thinking and Knowledge Transfer -- 7.9.2 Critical Thinking and Knowledge Transfer Effectiveness Indicators Common Across Five Seminar Groups -- 7.10 Findings-Phase 2: Focus Group with Instructors -- 7.11 Findings-Phase 3: Measurement of Learning Impact -- 7.12 Discussion -- 7.13 Recommendation and Conclusion -- References -- 8 Concluding Thoughts: Twenty-First-Century Classroom and Humanistic Management Education -- 8.1 Learning Culture and Culture of Learning -- 8.1.1 Hybrid Learning Design -- 8.1.2 Shift in the Learning Culture: Embrace Creative Learning -- 8.1.3 Shift in the Roles Undertaken by Instructors -- 8.1.4 Shift in the Culture of Learning: From Too Overly Grade Focused to a Holistic Self-Development Achiever -- 8.2 (Re)-Designing and Transformation of Learning Design -- 8.2.1 Comprehending and Reflecting on Critiques in Providing Holistic Education -- 8.2.2 Offering a Diversity of Choices in Interdisciplinary Fields -- 8.2.3 Engaging Key Practitioners in Industry to Brainstorm Gaps in the Respective Professional Areas. 8.2.4 Learning from Real-Life Failures and Challenges -- 8.2.5 Mindset Shift and Habitual Behavioural Issues -- 8.2.6 Value Creation in the Subjects Through the "Eyes" of the Students -- 8.2.7 Professional Skills Training -- 8.2.8 Strategies for Learners to Cope and Succeed in Challenging and Complex Situations -- 8.3 A Change in the Learning Culture -- 8.4 Humanistic Management Education in a Borderless Digital World -- 8.5 Multicultural and Multi-disciplinary Focus: Twenty-First Century and Beyond -- 8.6 Conclusion and Future Directions -- References. |
| Record Nr. | UNINA-9910484556503321 |
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Rajaram Kumaran
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| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Future Trends in Education Post COVID-19 [[electronic resource] ] : Teaching, Learning and Skills Driven Curriculum / / edited by Hamid M. K. Al Naimiy, Maamar Bettayeb, Hussein M. Elmehdi, Ihsan Shehadi
| Future Trends in Education Post COVID-19 [[electronic resource] ] : Teaching, Learning and Skills Driven Curriculum / / edited by Hamid M. K. Al Naimiy, Maamar Bettayeb, Hussein M. Elmehdi, Ihsan Shehadi |
| Autore | Al Naimiy Hamid M. K |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (366 pages) |
| Disciplina | 370.711 |
| Altri autori (Persone) |
BettayebMaamar
ElmehdiHussein M ShehadiIhsan |
| Soggetto topico |
Teachers—Training of
Education and state Education, Higher Teaching and Teacher Education Educational Policy and Politics Higher Education Ensenyament Política educativa |
| Soggetto genere / forma |
Congressos
Llibres electrònics |
| ISBN | 981-9919-27-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Evaluation of Anatomy Course Teaching and Learning Outcomes for Iraqi Pharmacy Students: Internet-based Learning versus Blended Learning During the Pandemic -- 2. Scientific Research at the University of Jordan During COVID-19 Pandemic -- 3. Technology Integration and Digital Transformation in Post-COVID19 Hybrid Education -- 4. Improving Learning Environment using Artificial Intelligence: Automated Assessment of Arabic Short-Answers’ Questions -- 5. An interdisciplinary outlook on History and Heritage in Higher Education -- 6. The Effectiveness of Hybrid Blended Online Teaching and Flipped Learning Methodology during COVID-19 Pandemic in Libya -- 7. Cybersecurity Awareness Among Students During the Digital Transformation of Education in Post-COVID-19: A Case Study of Muscat Governate, Sultanate of Oman -- 8. An Exploration of Undergraduate Students’ Cross-Cultural Competencies and Qualitative Experiences from a Cross-Cultural Student/Class Assignment -- 9. How Can Emerging Technologies and Emotional Intelligence Help Educators Improve Their Professional and Personal Practice. |
| Record Nr. | UNINA-9910735588303321 |
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Al Naimiy Hamid M. K
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The International Handbook of Teacher Ethos : Strengthening Teachers, Supporting Learners / / edited by Fritz Oser, Karin Heinrichs, Johannes Bauer, Terence Lovat
| The International Handbook of Teacher Ethos : Strengthening Teachers, Supporting Learners / / edited by Fritz Oser, Karin Heinrichs, Johannes Bauer, Terence Lovat |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (468 pages) : illustrations |
| Disciplina | 371.102 |
| Soggetto topico |
Teachers - Training of
Educational psychology International education Comparative education Psychology Professional education Vocational education Teaching and Teacher Education Educational Psychology International and Comparative Education Behavioral Sciences and Psychology Professional and Vocational Education Ensenyament Professors Aspectes morals |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-73644-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | I. Editorial -- II. Historical Perspectives of Teacher Ethos -- III. Reflections on the State of Research on Teacher Ethos -- IV. Theoretical and Empirical Approaches to Teacher Ethos -- V. Teacher Ethos Focussing on the Development of Social Competencies and Social Relations -- VI. Developing Teachers´ Professional Ethos -- VII. The Concept of Teacher Ethos – Learning from Research on Ethos Beyond Schools and Teacher Education -- Epilog: For Fritz Oser. . |
| Record Nr. | UNINA-9910495346903321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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