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Author: Caleb Collier Publisher: Taylor & Francis ISBN: 1000864790 Category : Education Languages : en Pages : 157
Book Description
This book analyzes the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of self-directed learning. It utilizes philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that self-directed learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed "Eudemonic Self-Directed Learning," for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and its potential for contemporary practice.
Author: Caleb Collier Publisher: Taylor & Francis ISBN: 1000864790 Category : Education Languages : en Pages : 157
Book Description
This book analyzes the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of self-directed learning. It utilizes philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that self-directed learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed "Eudemonic Self-Directed Learning," for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and its potential for contemporary practice.
Author: Myint Swe Khine Publisher: Taylor & Francis ISBN: 1000888738 Category : Education Languages : en Pages : 211
Book Description
Drawing on the theories and philosophies of Deleuze and Guattari, this edited collection explores the concept of rhizomatic learning and consolidates recent explorations in theory building and multidisciplinary research to identify new directions in the field. Knowledge transfer is no longer a fixed process. Rhizomatic learning posits that learning is a continuous, dynamic process, making connections, using multiple paths, without beginnings, and ending in a nomadic style. The chapters in this book examine these notions and how they intersect with a contemporary and future global society. Tracking the development of the field from postructuralist thinking to nomadic pedagogy, this book goes beyond philosophy to examine rhizomatic learning within the real world of education. It highlights innovative methods, frameworks, and controversies, as well as creative and unique approaches to both the theory and practice of rhizomatic learning. Bringing together international contributors to provide new insights into pedagogy for 21st-century learning, this book will be of interest to academics, researchers, and postgraduate students in education and adjacent fields.
Author: Robyn M. Gillies Publisher: Taylor & Francis ISBN: 1000857166 Category : Education Languages : en Pages : 296
Book Description
This volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines. Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance students’ affective, social, cognitive, and metacognitive learning. Thus, this book will appeal to scholars and researchers across a variety of subjects; and will provide an additional benefit to in-service and pre-service educators who already practice cooperative learning in their classrooms, as well as those who are interested in implementing the model.
Author: Mark E. King Publisher: Taylor & Francis ISBN: 100088550X Category : Education Languages : en Pages : 273
Book Description
The two inter-linked volumes in this series are dedicated to the development of analysis and theorisation of learning and teaching in higher education. The two volumes focus on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies. Learning reflects inter-individual dynamics that are shaped by biology and culture. Against prevailing orthodoxies that view learning in higher education in terms of "information transmission" and "content delivery," the contributors articulate leading developments in distributed cognition, distributed language, ecological psychology, enactivist and embodied-embedded cognitive science, interactivity, and multimodal event analysis. They also extend several earlier traditions such as American pragmatism, embodied curriculum theory, and Vygotsky's latter day anti-dualist Spinozan turn. Through detailed empirical analysis of in vivo episodes of learning using multimodal event analysis, cognitive event analysis, and cutting-edge theory, the authors show how and why learning is not adequately explainable as internal mental processes per se. Instead, sophisticated empirical analysis and innovative theory are put to work to reveal the emergence of learning in the interactivity of learners and teachers with the affordances of a distributed brain-body-environment learning system. Volume 1 is an edited collection of seven chapters written by internationally renowned researchers together with an Introduction and an Afterword written by King and Thibault. Volume 1 (and its successor Volume 2) will serve as valuable reading for educationalists and researchers in the cognitive, communication, learning, and language sciences who are looking for new multidimensional tools for thinking about, and new empirical tools for analysing, learning, and teaching as multi-scalar interactive processes in radical embodied ecologies of learning and teaching.
Author: Carl Anders Säfström Publisher: Taylor & Francis ISBN: 1000886646 Category : Education Languages : en Pages : 204
Book Description
This book explores democratic possibilities for education after the critique of the impact of neo-liberalism on educational policy and practice. Together, the authors investigate the contours of a ‘new publicness’ of education. This edited volume refers to well-established critiques that expose how neoliberal governance has normalised the privatisation of public life and undermined the public nature of education. Through historical reconstruction, theoretical exploration, and analyses of educational policies and practices, chapters take a novel approach by investigating democratic possibilities within and beyond the current neoliberal hegemony in education. Covering a range of educational settings – from early childhood education through to higher and professional education – chapters spotlight the Irish educational and political context, as well as exploring international implications. Ultimately, this book opens up new avenues for discussion around public education and its future, and will therefore be of great interest to researchers and students in the fields of educational theory, education politics, educational policy and democratic education.
Author: Xi Wu Publisher: Taylor & Francis ISBN: 1000928500 Category : Education Languages : en Pages : 198
Book Description
Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students’ educational routes and life trajectories. Drawing upon an ethnographic research program involving Chinese students in a Canadian international secondary school, Wu employs Ong’s notion of transnational cultural logics to examine students’ lives and how they flexibly and not-so-flexibly engaged in their learning and self-making in their transnational spaces. The book provides a comprehensive understanding of international students as agentic and socially regulated subjects in their transnational routes. These insights contribute to advancing curriculum and program improvements. Furthermore, Wu applies theoretical notions of "transnationalism" and "global and transnational cultural logics" to the examination of specific phenomenon and analyzes how cultural logics stemming from families, nations, and societies govern subjectivities in their actions and aspirations. This insightful book will be of interest to a wide range of education stakeholders, as well as scholars and researchers in comparative and international education.
Author: Misrah Mohamed Publisher: Taylor & Francis ISBN: 1000916669 Category : Education Languages : en Pages : 104
Book Description
This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators. The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively. The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.
Author: Patrick C. Hughes Publisher: IGI Global ISBN: 1799876632 Category : Education Languages : en Pages : 295
Book Description
"This book fills the gap between theory-laden academic books designed to help academic faculty incorporate self-directed learning activities into their courses and the self-help books designed to help motivate individuals to learn new skills"--
Author: Michael Grahame Moore Publisher: Routledge ISBN: 1136635572 Category : Education Languages : en Pages : 754
Book Description
The third edition of this award-winning Handbook continues the mission of its predecessors: to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past three decades. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: Comprehensive coverage that includes all aspects of distance education, including design, instruction, management, policy, and a section on different audiences. Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. Section one provides a unique review of the theories that support distance education pedagogy. Section six includes a unique review of distance education as a component of global culture. This book will be of interest to anyone engaged in distance education at any level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments. Recipient of the 2013 IAP Distance Education Book Award
Author: Elsa Mentz Publisher: AOSIS ISBN: 1928396879 Category : Education Languages : en Pages : 263
Book Description
This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.
Author: Caleb Collier
Author: Caleb Collier
Author: Myint Swe Khine
Author: Robyn M. Gillies
Author: Mark E. King
Author: Carl Anders Säfström
Author: Xi Wu
Author: Misrah Mohamed
Author: Patrick C. Hughes
Author: Michael Grahame Moore
Author: Elsa Mentz