Cognitive Perspectives On Peer Learning

Author: Angela M. O'Donnell
Editor: Routledge
ISBN: 1135688192
File Size: 61,73 MB
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The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment. Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated. The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed. This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.

The International Handbook Of Collaborative Learning

Author: Cindy E. Hmelo-Silver
Editor: Routledge
ISBN: 0415805732
File Size: 63,42 MB
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Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.

Collaborative Learning Reasoning And Technology

Author: Angela M. O'Donnell
Editor: Routledge
ISBN: 1136797033
File Size: 62,95 MB
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This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts. Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors well known for their contributions to research on technology learning environments. Two themes are central: the use of technology as a scaffold for learning, and the use of technology to promote argumentation and reasoning. Collaboration among peers is a key element in both of these strands. These foci highlight, respectively, a key element in the design of technology-based learning environments and a key outcome that can result from online instruction/learning. As a whole, the volume addresses some of the core issues in using technology to support collaborative learning, reasoning, and argumentation.

Flexible Scripting To Facilitate Knowledge Construction In Computer Supported Collaborative Learning

Author: Xinghua Wang
Editor: Springer
ISBN: 9811040206
File Size: 24,77 MB
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This book discusses the significance of flexible scripting to structure CSCL against the framework of “Script theory of guidance” and reports on findings from two empirical studies on the effects of flexible scripting on collaboration in CSCL scenarios. In the first empirical study flexibility was accomplished through adaptivity, and through adaptability in the second. The results of these studies show that adaptive and adaptable scripts enhanced the quality of collaborative knowledge construction processes as well as learners’ collaboration skills, compared to inflexible scripts. The findings presented in this book will contribute to theory building of the scripting approach in CSCL. The authors propose two innovative ways of achieving flexible scripting and address the mechanisms by which adaptive versus adaptable script influences collaborative knowledge construction. Moreover, the adaptive and adaptable scripting approaches provide hands-on examples for practitioners and contribute to their understanding of teaching design in CSCL settings.

Chi Conference Proceedings

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File Size: 41,78 MB
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Proceedings Of Icls 2006

Author: Sasha A. Barab
Editor:
ISBN:
File Size: 77,48 MB
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2007 Physics Education Research Conference

Author: Leon Hsu
Editor: American Institute of Physics
ISBN:
File Size: 73,20 MB
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This text brings together peer-reviewed papers from the 2007 Physics Education Research Conference, whose theme was Cognitive Science and Physics Education Research. The conference brought together researchers studying a wide variety of topics in physics education including transfer of knowledge, learning in physics courses at all levels, teacher education, and cross-disciplinary learning. This up-to-date text will be essential reading for anyone in physics education research.

Cognitive And Emotional Processes In Web Based Education

Author: Nikos Tsianos
Editor: IGI Global
ISBN:
File Size: 43,44 MB
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"This book presents theories and practical frameworks to assist educators and trainers in developing e-learning applications"--Provided by publisher.

Encyclopedia Of Education Common Expertise

Author: James W. Guthrie
Editor: MacMillan Reference Library
ISBN: 9780028655963
File Size: 26,83 MB
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Intended to provide a comprehensive description of the enterprise of education both within the United States and throughout the world. Approximately 900 articles offer a view of the institutions, people, processes, and products found in educational practice.

Multidisciplinary Journal Of Research Development

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ISBN:
File Size: 36,63 MB
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Intelligent Tutoring Systems

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ISBN:
File Size: 22,82 MB
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Cse Report

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ISBN:
File Size: 33,36 MB
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Proceedings Of The Acsa Annual Meeting

Author: Association of Collegiate Schools of Architecture
Editor:
ISBN:
File Size: 35,92 MB
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Regulating Social Interactions

Author: Marcela Borge
Editor:
ISBN:
File Size: 15,99 MB
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Engaging Imagination And Developing Creativity In Education

Author: Kieran Egan
Editor: Cambridge Scholars Pub
ISBN:
File Size: 31,26 MB
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This series of essays has been collected expressly to bring readers new ideas about imagination and creativity in education that will both stimulate discussion and debate and also contribute practical ideas for how to infuse our daily classrooms with imaginative ideas.

Human Learning

Author: Jeanne Ellis Ormrod
Editor: Prentice Hall
ISBN:
File Size: 62,22 MB
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Human Learning, fifth edition, is the leading text on learning theories applied to education. It covers a broad range of learning theories, including behaviorist, social cognitive, cognitive, and developmental. Complex learning and cognition, including metacognition, transfer, and social processes in knowledge construction are also covered, as is motivation. Coverage demonstrates, through the author's extremely lucid and engaging prose, how different concepts relate to one another. The book provides dozens of proven examples, and emphasizes meaningful learning that makes the fundamentals of these theories comprehensible to students with little or no prior coursework in psychology. Key revisions to this book include a thoroughly updated section on behaviorism, a new, separate chapter on the developmental theories of Piaget and Vygotsky, and a reorganized motivation section.

Boletin Internacional De Bibliografia Sobre Educacion

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File Size: 12,62 MB
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Thinking Reading Writing

Author: Keith J. Topping
Editor: Burns & Oates
ISBN:
File Size: 57,96 MB
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Thinking Reading and Writing details specific structured methods for improving quality and effectiveness in parent, peer and volunteer tutoring. The methods cover reading, thinking, writing and spelling, and are based on decades of work in hundreds of schools with thousands of children, and a mass of research evidence. These practical methods are inexpensive to use, require no special materials or complex technology, are flexible and durable in a wide range of settings, and are compatible with professional instruction of almost any type. Full descriptions of the methods are coupled with detailed advice about successful organization, brief summaries of the relevant research findings, and guidance on local evaluation. The book is linked with a web site containing over fifty free resource materials to help with implementing projects and with staff development presentations, which can be adapted and copied for use by readers (the Thinking Reading Writing or TRW web site - www.dundee.ac.uk/psychology/TRW).