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Innovations in Learning

New Environments for Education


Creator
Publisher
ISBN
0805820698,
0805820701,
Language
English
Category
Subject Apprentissage, Psychologie de l'
Apprentissage, Psychologie de l'
Apprentissage, Théorie cognitive de l'
Apprentissage, Théorie cognitive de l'
Classroom environment.
Classroom environment.
Classroom environment. -- fast -- (OCoLC)fst00863720
Classroom environment. -- fast -- (OCoLC)fst00863720
Cognitieve training. -- gtt
Cognitieve training. -- gtt
Cognitive learning theory.
Cognitive learning theory.
Cognitive learning theory. -- fast -- (OCoLC)fst00866537
Cognitive learning theory. -- fast -- (OCoLC)fst00866537
Educational change.
Educational change.
Educational change. -- fast -- (OCoLC)fst00903371
Educational change. -- fast -- (OCoLC)fst00903371
Enseignement -- Réforme.
Enseignement -- Réforme.
Enseignement, Systèmes d' -- Conception.
Enseignement, Systèmes d' -- Conception.
Éducation non-formelle.
Éducation non-formelle.
Informeel onderwijs. -- gtt
Informeel onderwijs. -- gtt
Instructional systems -- Design.
Instructional systems -- Design.
Instructional systems -- Design. -- fast -- (OCoLC)fst00974357
Instructional systems -- Design. -- fast -- (OCoLC)fst00974357
Learning, Psychology of.
Learning, Psychology of.
Learning, Psychology of. -- fast -- (OCoLC)fst00995009
Learning, Psychology of. -- fast -- (OCoLC)fst00995009
Leren. -- gtt
Leren. -- gtt
Non-formal education.
Non-formal education.
Non-formal education. -- fast -- (OCoLC)fst01038508
Non-formal education. -- fast -- (OCoLC)fst01038508
Onderwijsvernieuwing. -- gtt
Onderwijsvernieuwing. -- gtt
Salles de classe -- Environnement.
Salles de classe -- Environnement.

Description

This volume documents the growth of a new kind of interdisciplinary teamwork that is evolving among practitioners, researchers, teacher educators, and community partners. Its premise: the design of learning environments and the development of theory must proceed in a mutually supportive fashion. Scientific researchers have learned that a prerequisite to studying the kinds of learning that matter is helping to shoulder the responsibility for ensuring that these forms of learning occur. To support and study learning, researchers are increasingly making major and long-term investments in the design and maintenance of contexts for learning. Practitioners are assuming new roles as well, reflecting an increasing awareness of the need to move beyond skillful doing. If developing learning contexts are to be protected within and expanded beyond the systems that surround them, it is necessary to foster professional communities that will support reflection about practice, including the generation and evaluation of rich and flexible environments for student thinking. One consequence of recent reforms is that teachers are increasingly regarding such tasks as central to their professional development. Innovations in Learning: New Environments for Education describes coordinated interaction between educational design on the one hand, and the development of learning theory on the other, through a series of examples. These examples have been chosen because they are continuing, proven programs with evidence of success. Contributors to the volume are researchers and practitioners who have played a role in inventing these programs and have guided their development over a period of years. Rather than choosing illustrations of a pipeline or "application model of research" from research and then to practice, the editors of this volume have selected interventions in which researchers and practitioners work together persistently to forge common understanding. Such activity is necessarily interdisciplinary, often encompassing long spans of time, and is more akin to engineering in the field than to laboratory science. The common themes that emerge from this activity -- for example, the role of tools, talk, and community -- belong exclusively neither to theory nor to practice, but to their intersection in commitment to specific contexts of learning and continuing contributions to practice and underlying theory. This volume is organized into three sections that reflect different levels and kinds of learning contexts. Each of these levels has been the focus of recent cognitive and reform applications to learning and schooling. The first offers examples of effective learning in informal settings; the second discusses innovative approaches to schooling at the classroom level; and the third reviews reforms that regard the entire school as the appropriate unit of change.


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