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Conversational forms of instruction and message layer design / / Andrew S. Gibbons, Elizabeth Boling
| Conversational forms of instruction and message layer design / / Andrew S. Gibbons, Elizabeth Boling |
| Autore | Gibbons Andrew S. |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (93 pages) |
| Disciplina | 371.3 |
| Collana | SpringerBriefs in educational communications and technology |
| Soggetto topico |
Instructional systems - Design
Planificació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-84220-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- References -- Contents -- Chapter 1: Instruction as a Conversation: The Imperative for Message Layer Design -- 1.1 Introduction and Overview -- 1.2 Instruction as a Conversation: Assumptions -- 1.3 What Constitutes a Conversation? -- 1.4 Forms and Dimensions of Instructional Conversation -- 1.5 The Architectural Theory of Instructional Design: Introduction of Terms -- 1.5.1 What Kind of Theory? -- 1.5.2 Why an Architectural Approach? -- 1.5.3 The Design Layers -- 1.6 Layers During Design and Instruction -- 1.6.1 Layers During Design -- 1.6.2 Layers During Instruction -- 1.7 The Message Layer in Relation to Other Layers -- 1.8 Conclusion -- References -- Chapter 2: Conversation Theory and the Message Construct -- 2.1 Conversation Analysis and Conversation Synthesis -- 2.2 A Generalized Model of Conversation -- 2.3 Conversation Analysis vs. Conversation Synthesis -- 2.4 A Theory of Conversational Structure -- 2.4.1 CA and Morphological Elements of Conversations -- 2.4.2 How Strategic Intentions Are Expressed Through Morphological Elements -- Turns, Messages, and Actions -- Adjacency Pairs -- Sequences -- Projects -- Non-verbal Elements and Emotional Modifiers -- Epistemics, Strategies, and Diagnostic Assessment -- 2.5 From the Message Construct to Conversational Structures -- 2.6 Conclusion -- References -- Chapter 3: Message Structure, Educational Psychology, and Instructional Technology -- 3.1 The Bridge from Strategy to Conversation -- 3.2 Programmed Instruction and Message Structures -- 3.2.1 The Indeterminate Nature of Actions -- 3.2.2 Actions and Understanding in a Conversation -- 3.2.3 Markle's Application of Message Discipline -- 3.2.4 Markle and the Message Construct -- 3.3 Formalized Instructional Strategy: Gagné -- 3.4 Component Display Theory: Merrill and TICCIT -- 3.5 Smith &.
Meux: The Logic and Strategies of Teaching in Education -- 3.6 Conclusion -- References -- Chapter 4: Intelligent Tutoring Systems and the Inevitability of the Message Construct -- 4.1 A New Epoch, and an Old Construct -- 4.2 Adaptive Instruction and the Message Construct -- 4.3 Early Emergence of Message Layer Design in ITS -- 4.4 Strategic Goals and Messaging Rules -- 4.5 Further Separating Message from Representation -- 4.6 Message Terminology in ITS Literature -- 4.7 Messaging and Scaffolding -- 4.8 Non-textual, Non-verbal Messages -- 4.8.1 Graphical Message Generation in a Simulation: STEAMER -- 4.8.2 Simplifying Message Generation in a Simulation: Dragoon -- 4.9 Conclusion -- References -- Chapter 5: Message Design, the Learning Sciences, and Social Learning Theory -- 5.1 Designing Conversations: What Is Designed? -- 5.2 Message Typing in Computer Supported Intentional Learning Environments (CSILE) -- 5.3 Problem-Based Learning (PBL): Disciplined Conversations for Problem Solving -- 5.4 Reciprocal Teaching and the Management of Messages -- 5.5 Conclusion -- References -- Chapter 6: Results and Conclusion -- 6.1 Reviewing Our Claim and Our Case -- 6.2 Selection of Cases -- 6.3 The Message Layer and the Architectural Theory -- 6.4 Detecting the "Hidden" Message Construct -- 6.5 The Message Layer and the Order of Design -- 6.6 The Independent Design of the Message Layer -- 6.6.1 The Enhanced Impact and Nuance Attainable Through Independent Message Design -- 6.6.2 The Need for Adaptivity and Generativity -- 6.6.3 The Need to Capture Value Messages in Designs -- Value Messages and Their Importance -- Designing Values into Instruction -- 6.7 Preserving Intent -- 6.8 The Message Layer and Conversation Analysis Structures -- 6.9 Diagnosis and Repair Involving the Message Construct -- 6.10 Conclusion -- References. |
| Record Nr. | UNINA-9910502979403321 |
Gibbons Andrew S.
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reconfiguring national, institutional and human strategies for the 21st century : converging internationalisations / / editors, Leon Cremonini, John Taylor and K. M. Joshi
| Reconfiguring national, institutional and human strategies for the 21st century : converging internationalisations / / editors, Leon Cremonini, John Taylor and K. M. Joshi |
| Pubbl/distr/stampa | Cham, Switzerland, : Springer, [2022] |
| Descrizione fisica | 1 recurso en línea (291 p.) |
| Altri autori (Persone) |
RabossiMarcelo
MarkmanAlex |
| Collana | Knowledge studies in higher education |
| Soggetto topico |
Education, Higher - Administration
Education and globalization Educación superior - Administración Educación - Globalización Educació superior Planificació educativa Globalització |
| Soggetto genere / forma |
Libros electrónicos
Llibres electrònics |
| ISBN | 3-031-05106-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | (...) The states and its role in the internationalisation process of higher education in Argentina and the reaction to COVID-19 / Marcelo Rabossi, Adriadna Guaglianone, and Alex Markman (...) |
| Record Nr. | UNINA-9910580152003321 |
| Cham, Switzerland, : Springer, [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reimagining curriculum studies : a mosaic of inclusion / / Donald S. Blumenfeld-Jones
| Reimagining curriculum studies : a mosaic of inclusion / / Donald S. Blumenfeld-Jones |
| Autore | Blumenfeld-Jones Donald |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore Pte Ltd., , [2022] |
| Descrizione fisica | 1 online resource (245 pages) |
| Disciplina | 375.001 |
| Soggetto topico |
Education - Curricula - Philosophy
Curriculum planning Education - Aims and objectives Currículums (Ensenyament) Planificació educativa Finalitats de l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-9876-7
981-16-9877-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Introduction-Reimagining Curriculum Studies and Ecumenical Restlessness -- Dimensions of Reimagining Curriculum Studies -- The Need for Ecumenical Restlessness Within Curriculum Studies -- References -- Contents -- 1 The Illness of Our World: A Critique of Curriculum Studies -- References -- 2 Mosaical Thinking and Curriculum Theory -- What is Mosaical Thinking? -- What is Curriculum Theory? -- Language and Experience -- Structuring a Mosaical Book -- The Scholarly Life: Raising Questions, Too Many Answers -- References -- 3 Dialectical Processes Toward Freedom -- Self-Critique in the Field of Curriculum Studies -- Curriculum Studies Self-Critique: A Short History -- Moribund in a New Key: Global Self-Critique -- Being Critical -- Founding Axioms, Orthodoxy, and Ideology -- Perspectives on Being Critical -- Jürgen Habermas on the Word "Crisis" -- Being Critical: Its Cognates of "Radical" and "Root" -- The Dialectical Döppelganger of "Creativity" -- Bourdieu on Criticality and Self-critique -- Dialectics -- Negative Dialectics -- The Dialectics of First Impressions -- Dialectical Conundrums: False Consciousness and First Impressions -- Dialectics and Utopianism -- Unlearning and the Practice of Being Critical -- A Brief Overview of Unlearning in the Education Field -- Ontology and Unlearning -- Unlearning the Lessons of Knowing: A Dialectical Analysis -- Epilogue -- References -- 4 Wild Imagination and the Critical Project -- Politics at Every Second: Power in Everyday Life -- Varieties of Wild Imagination -- Viaticus Hooveraneous: A Story of Wild Imagination -- Imagination in Art, Imagination in Science -- The Naïve Disposition -- Uses of Imagination -- Hans-Georg Gadamer and Embodied Imagination -- Wild Imagination, the Equal of Reason and More … -- Levinas and Pre-States of Bodily Imagination.
Practicing Wild Imagination as a Critical Project -- Radical Imagination: Not Wild Enough -- Examples of Wild Imagination in Curriculum Studies -- Hogan Dreams -- Trois Chaises -- Curriculum, Control, and Creativity -- Wild Imagination and Curriculum Studies -- References -- 5 Freedom All Too Human -- Freedom: The Heart of Curriculum Studies -- Freedom as a Possession of the Individual -- Freedom As Dialogue -- Primary Relationships to the World: I-It and I-Thou -- Freedom and Education -- Freedom in Dialogue -- Freedom and Responsibility -- Freedom in Curriculum Studies Practices -- References -- 6 Pure Imagination and Freedom -- Pure Imagination and Freedom -- Analysis of "Pure Imagination," the Song -- Stanza 1-Discovering Your Imagination -- Stanza 2-Experiencing an Imaginative World -- Stanza 3-Forming Your Own Imaginative World -- Stanza 4-A Paean to Pure Imagination: The Master Speaks of His Life -- The Ontology of Pure Imagination -- References -- 7 Creativity and Aesthetic Consciousness in Teacher Education -- Prologue: Embodiment and Aesthetic Consciousness -- Introduction: Contemporary Society and Aesthetics -- Aesthetic Consciousness and Creativity -- Teaching With/Through/For the Arts -- Conclusion -- References -- 8 Identity, Self, and Liberation -- Introduction: A Dialectic of Identity and Self -- Aesthetics, Living Aesthetically, and Social Class/Race -- Dance Resources for the African-American Community: Variety Within Identity Politics -- Identity and Power: A Middle School Modern Dance Project -- Postscript: Linking Pure Imagination and Freedom -- References -- 9 Reimagining Time -- Introduction: The Multiplicity of Time -- Time in Curriculum Thinking: Dwayne Huebner -- Time in a Dancer's Life: Curriculum Possibilities -- The Elasticity of Time -- Monumental and Cursive Time. A Personal Project Gives Rise to Theory: A Journey Through Time -- Time in Curricular Thinking -- References -- 10 Epilogue-Living a Mosaical Life, Living Ironically -- Origins of Mosaical Thinking and Writing -- Living a Mosaical Life -- Living Ironically -- Finis -- References. |
| Record Nr. | UNINA-9910743342403321 |
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Blumenfeld-Jones Donald
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| Singapore : , : Springer Nature Singapore Pte Ltd., , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Systems consultation and change in schools : integrating implementation science into practice / / edited by Leah M. Nellis and Pamela A. Fenning
| Systems consultation and change in schools : integrating implementation science into practice / / edited by Leah M. Nellis and Pamela A. Fenning |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (175 pages) |
| Disciplina | 016.370196 |
| Soggetto topico |
Educational change
Organizational change Planificació educativa Reforma de l'educació Canvi organitzatiu |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-21381-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Systems/Organizational Consultation: Defining Features -- Chapter 2. Implementation Science: Foundations and Applied Practice in Educational Settings -- Chapter 3. Roles of School Professional and Other Key Stakeholders in Systems Change -- Chapter 4. Connecting Implementation Science and School-based Initiatives: Considerations for Practice -- Chapter 5. Schoolwide Application of Teacher-Student Mediation to Reduce Exclusionary Discipline -- Chapter 6. District Level Process and Procedure for Support of English Language Learners -- Chapter 7. Implementation of School Mental Health Screening and Scale-Up of Evidence-Based Social-Emotional Interventions in an Urban High School -- Chapter 8. Districtwide Implementation of Universal Design for Learning -- Chapter 9. District-Based Application: Strategic Planning for Continuous Improvement. |
| Record Nr. | UNINA-9910647776503321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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