Learning, teaching, and assessment methods for contemporary learners : pedagogy for the digital generation / / K. G. Srinivasa, Muralidhar Kurni and Kuppala Saritha

• Autore: Srinivasa K. G.
• Pubblicazione: Singapore : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (350 pages)
• Disciplina: 379.158
• Soggetto topico: Educational evaluation; Educational tests and measurements; Learning; Avaluació educativa; Tests i proves en educació
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): KurniMuralidhar; SarithaKuppala
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Preface -- Organization of the Book -- Key Features of the Book -- Acknowledgements -- Contents -- 1 Introduction -- 1.1 What is Pedagogy? -- 1.2 Why is Pedagogy Important? -- 1.3 Different Types of Pedagogy -- 1.4 How is Pedagogy Changing? -- 1.5 How Does Pedagogy Impact the Learner? -- 1.6 Learning, Teaching, and Assessment Methods for Contemporary Learners -- 1.7 Structure of the Book -- 1.8 Conclusion -- References -- 2 Crossover Learning -- 2.1 Introduction -- 2.2 Crossover Learning -- 2.3 Crossover Learning: Connecting Formal and Informal Learning -- 2.4 The Importance of Crossover Learning -- 2.5 Strengths of Crossover Learning -- 2.6 Why is It Good to Implement Crossover Learning? -- 2.7 How to Implement Crossover Learning? -- 2.8 Why is Crossover Learning Working in the Classroom? -- 2.9 Try Out Crossover Learning with Your Students -- 2.10 Conclusion -- References -- 3 Learning Through Collaborative Argumentation -- 3.1 Introduction -- 3.2 What is Collaborative Argumentation? -- 3.3 Reasons for Using Argumentation in Learning Environments or Instruction -- 3.4 Benefits of Argumentation -- 3.5 Kinds of Arguments -- 3.6 The Skills of Argumentation -- 3.7 Learning to Argue and Arguing to Learn -- 3.8 Preparing Classroom Environments for Collaborative Argumentation -- 3.9 Methods for Engaging and Supporting Argumentation in Learning Environments -- 3.10 Evaluating Argumentation -- 3.11 Factors Affecting Collaborative Argumentation -- 3.12 Conclusion -- References -- 4 Incidental Learning -- 4.1 Introduction -- 4.2 Incidental Learning -- 4.3 The Premise of Incidental Learning -- 4.4 The Opportunity of Incidental Learning -- 4.5 How to Engage with Incidental Learning -- 4.6 Using Incidental Learning -- 4.7 Incidental Learning in the Classroom -- 4.8 Informal and Incidental Learning -- 4.9 Intentional and Incidental Learning. ; 4.10 Incidental Teaching -- 4.11 Case Studies on Incidental Teaching -- 4.12 Conclusion -- References -- 5 Context-Based Learning -- 5.1 Introduction -- 5.2 What is Context-Based Learning? -- 5.3 Why Context-Based Learning? -- 5.4 Increasing Performance with Context-Based Learning -- 5.5 Context-Based Learning Environments -- 5.6 Assessment in Context-Based Teaching and Learning -- 5.7 Contextual Teaching and Learning (CTL) -- 5.8 Conclusion -- References -- 6 Computational Thinking -- 6.1 Introduction -- 6.2 What is Computational Thinking? -- 6.3 Thinking Computationally -- 6.4 The Computational Thinking Process -- 6.5 Key Skills for Computational Thinking -- 6.6 Principles of Computational Thinking -- 6.7 Computational Thinking in the Classroom -- 6.8 Why is Computational Thinking an Essential Tool for Teachers and Students? -- 6.9 Integrating Computational Thinking into Your Classroom -- 6.10 Examples of Computational Thinking in the Classroom -- 6.11 Computational Thinking Through Classroom Assessment -- 6.12 Integrating into Existing Routines and Curricula -- 6.13 Differences Between CT and Other Types of Thinking Skills -- 6.14 Conclusion -- References -- 7 Learning by Doing -- 7.1 Introduction -- 7.2 What is Learning by Doing? -- 7.3 Why Should We Learn by Doing? -- 7.4 Why Learning by Doing is Effective -- 7.5 When Does Learning by Doing Work? -- 7.6 Why Does Learning by Doing Work? -- 7.7 How to Use Learning by Doing? -- 7.8 What are the Benefits of Learning by Doing? -- 7.9 How to Get Started? -- 7.10 Developing Learning by Doing Approach (How to Do It?) -- 7.11 Drawbacks to Learning by Doing -- 7.12 The Challenges of Learning by Doing -- 7.13 Learning by Doing Science with Remote Labs -- 7.14 Realistic Learning Situations Through Simulations (Learning by Doing Through Simulations). ; 7.15 Approaches to Learning by Doing/Experiential Learning Models -- 7.16 Conclusion -- References -- 8 Embodied Learning -- 8.1 Introduction -- 8.2 Embodied Learning -- 8.3 Principles of Embodied Learning -- 8.4 Pros and Cons of Embodied Learning -- 8.5 Embodied Learning in Classrooms -- 8.6 Embodied Learning Through Virtual Reality -- 8.7 Embodied Learning and Technological Developments in Educational Contexts -- 8.8 Role-Playing and Embodied Learning -- 8.9 Embodied Learning in Varied Disciplines -- 8.10 Conclusion -- References -- 9 Adaptive Teaching/Learning -- 9.1 Introduction -- 9.2 What is Adaptive Teaching/Learning? -- 9.3 Technology and Methodology -- 9.4 Implementations -- 9.5 Development Tools -- 9.6 Adaptive Learning is the Future of Online Education -- 9.7 How to Apply Adaptive Learning in Practice? -- 9.8 Adapting to Adaptive Learning -- 9.9 Adapting Adaptive Teaching -- 9.10 Strengths and Weaknesses of Adaptive Learning -- 9.11 When and How to Apply Adaptive Learning -- 9.12 How is Adaptive Learning Changing Traditional Teaching Methods? -- 9.13 Design Principles in Adaptive Learning -- 9.14 Adaptive Classrooms: How Accessible Furniture is Paving the Way to Success for Students with Special Needs -- 9.15 Intelligent Adaptive Learning -- 9.16 Adaptive Learning Systems and Platforms -- 9.17 Benefits of Adaptive Learning -- 9.18 Conclusion -- References -- 10 Analytics of Emotions -- 10.1 Introduction -- 10.2 The Importance of Emotions in Learning -- 10.3 Four Emotions of Learning -- 10.4 How Children Use Their Emotions to Learn -- 10.5 How Emotions Affect Learning and Teaching (Emotions in Classrooms) -- 10.6 Emotion-Aware E-learning Platform Architecture -- 10.7 Emotion AI in Education -- 10.8 Emotional Learning Analytics -- 10.9 Examples of Emotion Analytics in the Real World -- 10.10 Conclusion -- References -- 11 Stealth Assessment. ; 11.1 Assessment: Overview -- 11.2 Problems with Current Assessments -- 11.3 What is Stealth Assessment? -- 11.4 Is Stealth Assessment Practical? -- 11.5 Stealth Assessment in the Classroom -- 11.6 Principles and Theories of Stealth Assessment -- 11.7 Stealth Assessment and Evidence-Centred Design -- 11.8 How to Design and Develop Good Stealth Assessment -- 11.9 Stealth Assessments: Success Stories -- 11.10 Conclusion -- References -- 12 Pedagogy for E-learning -- 12.1 What is E-learning? -- 12.2 Types of E-learning -- 12.3 Advantages of E-learning -- 12.4 Disadvantages of E-learning -- 12.5 Contributions of E-learning to Education -- 12.6 Modern E-learning Pedagogy -- 12.7 Models of E-learning and Teaching -- 12.8 Case Study -- 12.9 Conclusion -- References -- 13 Harnessing the Power of AI to Education -- 13.1 Introduction -- 13.2 The Need for AI in Education -- 13.3 The Role of AI in Education -- 13.4 The Impact of AI on Education -- 13.5 Technologies for AI in Education -- 13.6 Best Practices for Incorporating AI in Education -- 13.7 Applications of AI in Education -- 13.8 Pros and Cons of Using AI in Education -- 13.9 Companies Using AI in Education to Enhance the Classroom -- 13.10 AI-Driven Solutions in Education/AI Apps and Tools for Education -- 13.11 Is AI Replacing Human Teachers, or Does It Assist Teachers? -- 13.12 Usage of AI in Education-Present and Future -- 13.13 Case Studies: Examples of Successful AI in Higher Education that Can Serve as Inspiration for Our Future -- 13.14 Conclusion -- References.
• Titolo autorizzato: Learning, Teaching, and Assessment Methods for Contemporary Learners
• ISBN: 981-19-6734-2
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910624387803321
• Lo trovi qui: Univ. Federico II
• Serie: Springer texts in education.