Download e-book for iPad: Activity Theory in Education: Research and Practice by Dilani S. P. Gedera, P. John Williams
By Dilani S. P. Gedera, P. John Williams
Task thought in schooling: study and perform brings jointly state-of-the-art students from a few continents. via in-depth case stories the authors spotlight how job concept is utilized in schooling and speak about the theoretical in addition to pragmatic use of task idea frameworks in quite a number modern studying contexts. the 1st element of the ebook specializes in empirical examine on utilizing task concept in analysing scholars' and academics' reports of studying and instructing in face-to-face and on-line studying contexts. the second one part includes insights in making a choice on old and systemic tensions in academic contexts utilizing job idea. The 3rd part discusses conceptual and contextual elements of academic contexts via job conception, and part 4 discusses the appliance of task thought in knowing academics' Pedagogical content material wisdom and curriculum improvement. "In spite of the common and speedily expanding use of job conception in academic study, few collections of this paintings can be found. job thought in schooling: learn and perform is one of these a lot wanted choice of sensible reports, theoretical insights and empirical study findings at the use of job concept in academic settings." - Yrjö Engeström, Centre for learn on job, improvement and studying (CRADLE), The college of Helsinki
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Extra resources for Activity Theory in Education: Research and Practice
121–122) Denmark uses ‘computer-adaptive testing’ (CAT) which means that a test is geared to individual levels of ability through the use of adaptive software that modifies questions based on a student’s response. Setting Danish standardised high stakes national tests is the sole responsibility of the Ministry and rests upon clearly defined expectations typically drawn from the national curriculum (Eurydice network, 2009). This means that even the more refined national tests seek to reward those who perform according to expected outcomes.
The dynamics of online communities in the Activity Theory framework. Educational Technology & Society, 13(4), 155–166. , & Olmos-Migueláñez, S. (2011). Improving the use of feedback in an online teaching-learning environment: An experience supported by Moodle. US-China Foreign Language, 9(6), 371–382. , Kinshuk, & Jeffrey, L. (2011). Automating the measurement of critical thinking for individuals participating in discussion forums. In D. Ifenthaler, P. Isaias, J. Spector, Kinshuk, & D. ), Multiple perspectives on problem solving and learning in the digital age (pp.
Journal of Education and Work, 14(1), 133–156. 1080/13639080020028747 Engeström, Y. (2003). Activity Theory and individual and social transformation. In Y. -L. ), Perspectives on Activity Theory (pp. 19–38). Cambridge, MA: Cambridge University Press. Fahy, P. (2005). Two methods for assessing critical thinking in computer-mediated communications (CMC) transcripts. International Journal of Instructional Technology and Distance Learning, 2(3), 13–28. , & Smith, N. (2013). Facilitation prompts and rubrics on higher-order thinking skill performance found in undergraduate asynchronous discussion boards.
Activity Theory in Education: Research and Practice by Dilani S. P. Gedera, P. John Williams