Educating in Dialog
Constructing meaning and building knowledge with dialogic technology
1st Edition
Published on 14. November 2014
XVIII, 250 pages
978-90-272-6934-8 (ISBN)
Description
Educating in Dialog: Constructing meaning and building knowledge with dialogic technology contains a collection of new articles on the relationship of learning, dialog and technology. The articles combine different views of dialogic learning stemming from a multiplicity of discipline backgrounds and research interests including educational design, educational science, epistemology, cognitive linguistics, cultural studies, and mobile learning, to name a few. The authors discuss and explore a variety of topics that range from knowledge building over learning communities to dialogic technologies for knowledge co-construction. Discussing technology and learning against this broad background is indispensable, as the gap between what learners actually need for successful learning and what current technology offers becomes increasingly wide. This book provides thought-provoking views of recent developments in the area of technology supported learning for everyone who is interested in educational technologies, collaborative learning, and dialog.
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Sebastian Feller | Ilker Yengin
Educating in Dialog
Constructing meaning and building knowledge with dialogic technology
Book
11/2014
John Benjamins Publishing Co
€104.94
Shipment within 10-15 days
Persons
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
