
Educating in Dialog
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Content
- Intro
- Editorial page
- LCC data
- Dedication page
- Table of contents
- Preface
- About the authors
- PART I A constructivist approach to dialogic teaching and learning: Knowledge as social construction
- Education and our conversations about, with and through technology
- 1. Introduction
- 2. Conversation about technology: Technology changes how we think
- 3. Conversation with technology: Trying to negotiate with and control the technology
- 4. Conversation through technology: How we dialogue with each other using technology
- 5. Conclusion
- References
- Author's address
- Understanding and explaining
- Introduction
- Understanding
- Explaining
- Consequences
- Conclusion
- References
- The why dimension, dialogic inquiry, and technology supported learning
- Introduction
- Inquiry and learning
- Dialogue, learning and technology
- Dialogic inquiry
- Philosophical considerations
- Questions and Inquiry
- Conclusion
- References
- PART II Learner-centered pedagogy: Building knowledge and constructing meaning in dialogic learning communities
- Dialogue-oriented analysis of constructivist teaching and learning within a UK company
- 1. Introduction
- 2. Context
- 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model
- 4. Products from constructivist learning dialogue
- 5. Recommendations
- 6. Conclusions
- References
- Author's address
- Appendix
- Programme
- Exploring the opportunities of social media to build knowledge in learner-centered indigenous learning spaces
- 1. Introduction
- 2. 'Both-ways' philosophy at Batchelor Institute
- 3. A learning framework grounded in 'both-ways' philosophy
- 4. Social media, relationships and learner-centredness
- 5. Exploring the potential of social media - the what and the how
- 6. Conclusion
- References
- Authors' addresses
- Teams construct knowledge during project-driven social interactions A facet of the CYBER Kids method
- Introduction
- The rise of child-centered educational paradigms
- Designing engaging "projects"
- The CYBER Kids experiment
- Discussion
- Conclusions
- Acknowledgments
- References
- Authors' addresses
- Developing teachers' epistemic agency in a knowledge building community through cogenerative dialogues
- 1. Introduction
- 2. Methods
- 3. Findings and discussions
- 4. Conclusions
- References
- Authors' addresses
- PART III Dialogic knowledge building: Potentials of dialogic technologies for knowledge building and negotiation
- Mobile game-based learning in university education
- Introduction
- Learning games
- Mobile learning
- Mobile game-based learning in the university context
- Implementing mobile learning games in university education
- Summary and outlook
- Acknowledgment
- References
- Authors' addresses
- Dialogic knowledge building The making of a narrative inquiry teacher education discourse community
- 1. Introduction
- 2. Theoretical insights
- 3. The beginning phase
- 4. The action phase
- 5. The deliberation phase: Getting the ball rolling again
- 6. Moral agency in our online community
- 7. Narrative inquiry and dialogic knowledge building: A pedagogical inquiry approach
- 8. Looking to the future
- References
- Authors' addresses
- Appendix A
- Knowledge negotiation using technology Potentials of technology and the knowledge negotiation model
- Introduction
- Knowledge negotiation
- Teaching knowledge negotiations
- Knowledge negotiation technologies
- The problem of negotiation
- Knowledge negotiation model (K-NeMo)
- K-NeMo explained
- 21st century technologies for knowledge negotiation
- Conclusion
- References
- Authors' addresses
- Teaching and learning as explorative action games Guidelines for the design of dialogic educational technology
- 1. Introduction
- 2. Teaching and learning as explorative action games (TaLEAG)
- 3. Connecting epistemology and language
- 4. Guidelines for designing educational technology
- 5. Conclusion
- References
- Authors' addresses
- Index
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