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This book offers a unique, machine-generated overview of the current state of research in Connected Learning, Networked Learning, Digital Badges, Micro-Credentials, and Lifelong Learning. The concept of Connected Learning picks up learners where they are, and that is no longer just the classroom or seminar room. Connected Learning seeks to understand the context of learning and the motivation of learners in order to design a more contemporary and effective learning experience. Central to this is the understanding that Connected Learning is collaborative and takes place in peer-to-peer networks, that it is based on participation, problem orientation and application, and that the more personalised the learning, the more interested learners are. This volume condenses and synthesizes research from a large variety of English-language articles into a concise yet comprehensive overview. Readers will benefit from the selection and synthesis of articles that allow them to get a quick understanding of the research area, while also being able to click through to the original sources to dive deeper into any particular topic. This volume is a key source of information and insight for those interested in the current research, as well as serving as an inspiring starting point for their own research.
This book offers a unique, machine-generated overview of the current state of research in Connected Learning, Networked Learning, Digital Badges, Micro-Credentials, and Lifelong Learning. The concept of Connected Learning picks up learners where they are, and that is no longer just the classroom or seminar room. Connected Learning seeks to understand the context of learning and the motivation of learners in order to design a more contemporary and effective learning experience. Central to this is the understanding that Connected Learning is collaborative and takes place in peer-to-peer networks, that it is based on participation, problem orientation and application, and that the more personalised the learning, the more interested learners are. This volume condenses and synthesizes research from a large variety of English-language articles into a concise yet comprehensive overview. Readers will benefit from the selection and synthesis of articles that allow them to get a quick understanding of the research area, while also being able to click through to the original sources to dive deeper into any particular topic. This volume is a key source of information and insight for those interested in the current research, as well as serving as an inspiring starting point for their own research.
Universal access to high-quality education plays an important role in the building of peace, sustainable social and economic development, and intercultural dialogue. Providing research on the quality and understanding of open education allows for successful learning strategies and educational sustainability. Metasystems Learning Design of Open Textbooks: Emerging Research and Opportunities is an essential reference source that discusses the role of open education in improving the quality of education, as well as facilitating policy dialogue, knowledge sharing, and capacity building. Featuring research on topics such as design theory, competence development, and adaptive learning, this book is ideally designed for educators, academicians, education administrators, curriculum developers, and researchers seeking coverage on the functional models of open education and the diversity of open educational resources.
E-learning is at an exciting point in its development; this book aims to define e-learning as a field of research, highlighting the complex issues, activities and tensions that characterize the area.
In recent years, the use of technology for the purposes of improving and enriching traditional instructional practices has received a great deal of attention. However, few works have explicitly examined cognitive, psychological, and educational principles on which technology-supported learning environments are based. This volume attempts to cover the need for a thorough theoretical analysis and discussion of the principles of system design that underlie the construction of technology-enhanced learning environments. It presents examples of technology-supported learning environments that cover a broad range of content domains, from the physical sciences and mathematics to the teaching of language and literacy. The emphasis in this book is not on the design of educational software but on the design of learning environments. A great deal of research on learning and instruction has recently moved out of the laboratory into the design of applications in instructional settings. By designing technology-supported learning environments instructional scientists attempt to better understand the theories and principles that are explicit in their theories of learning. The contributors to this volume examine how factors such as social interaction, the creation of meaningful activities, the use of multiple perspectives, and the construction of concrete representations influence the acquisition of new information and transfer.
Drawing on recent theoretical frameworks from critical disability studies and art education including normalcy, ableism, disability and Crip theory, this book offers an analysis of the conceptualisation of ability in art education and its relationship with disability. Drawing on the work of Cizek and Lowenfeld in Austria, Ruskin and Richardson in England and Dewey and Eisner in the United States, it critically examines the influence of ideas such as the dominance of vision and visuality; the emergence of psychological perspectives; the Child Art Movement; the implications of assessment regimes; and the relevance of art education as a critical social practice on the production of disability. Offering a sustained inquiry into the differential values attributed to learners and their work and the implications of this for framing our understanding of disability in art education, this book shows that although art educators have frequently advocated for the universal appeal and importance of art education, they have done so within historical contexts that have produced and determined problematic ideas regarding disability. It will be of interest to all scholars and students of disability studies, art in education, art history and education studies.
First in-depth study to examine the implications of history education in the context of international relations (interstate and transnational), focusing on Japanese textbooks. The author argues that despite a widespread recognition that our grasp of history has some relevance to our views and attitudes towards foreign countries and peoples.
As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
This book offers a range of approaches to teaching higher education design students to learn to design collaboratively and creatively, through transdisciplinary, multidisciplinary, cross-disciplinary and interdisciplinary learning experiences. It highlights that the premise of traditional disciplinary silos does little to advance the competencies needed for contemporary design and non-linear career paths. It makes the point that higher education should respond to the impacts of a changing society, including fluctuating market demands, economic variations, uncertainties, and globalization. Chapters highlight approaches that address this changing landscape, to meet student, industry and societal needs and reflect a range of design education contexts in which the authors have taught, with a focus on experiences at the Queensland University of Technology, Australia, but also including collaborations and comparative discussions elsewhere in Australia and globally, spanning Europe, Asia, the Middle East, and the United States. The book is positioned not as a definitive theoretical model for transdisciplinary design education but instead as a collective of chapters in which many forms of learning are explored through overarching themes of curriculum design and experiential and authentic learning and collaboration, transforming professional identities, and design cultures.