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To reason is to talk. To think is to use tools. To learn is to join a community of practice. This book explores thought and reasoning as inherently social practices, as actions situated in specific environments of demand, opportunity, and accountability. Authors from diverse disciplines - psychology, sociology, artificial intelligence, linguistics, anthropology - examine how people think and learn in settings as diverse as a factory, a classroom or an airplane cockpit. The tools that people use in these varied settings are both physical technologies and cultural constructions: concepts, structures of reasoning, and forms of discourse. This volume in the NATO Special Programme on Advanced Educational Technology is based on an international conference on situated cognition and learning technologies.
This second edition of Classroom Discourse Analysis continues to make techniques widely used in the field of discourse analysis accessible to a broad audience and illustrates their practical application in the study of classroom talk, ideal for upper-level undergraduate and graduate students in discourse analysis, applied linguistics, and anthropology and education. Grounded in a unique tripartite "dimensional approach," individual chapters investigate interactional resources that model forms of discourse analysis teachers may practice in their own classrooms while other chapters provide students with a thorough understanding of how to actually collect and analyse data. The presence of a number of pedagogical features, including activities and exercises and a comprehensive glossary help to enhance students‘ understanding of these key tools in classroom discourse analysis research. Features new to this edition reflect current developments in the field, including: increased coverage of peer interaction in the classroom greater connecting analysis to curricular and policy mandates and standards-based reform movements sample excerpts from actual student classroom discourse analysis assignments a new chapter on the repertoire approach, an increasingly popular method of analysis of particular relevance to today’s multilingual classrooms
With the technological advancement of mobile devices, social networking, and electronic services, Web technologies continues to play an ever-growing part of the global way of life, incorporated into cultural, economical, and organizational levels. Web Technologies: Concepts, Methodologies, Tools, and Applications (4 Volume) provides a comprehensive depiction of current and future trends in support of the evolution of Web information systems, Web applications, and the Internet. Through coverage of the latest models, concepts, and architectures, this multiple-volume reference supplies audiences with an authoritative source of information and direction for the further development of the Internet and Web-based phenomena.
Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.
Interactive Minds harnesses both research and theory from several disciplines to study cognitive development in the social context of the life course.
In recent years, the concept of organizational practices has become increasingly popular in organization studies. The focus of research that follows a "practice approach" is on the actual activities in organizations as opposed to prescribed procedures or standardized routines. This book is about a hitherto neglected category of practice, namely, disliked practices in organizations. On the basis of an empirical study in three German companies, the author reveals how continuous practicing of disliked practices results in a discrepancy between practitioners and their practices. This stands in contrast to previous literature, which understands practices as being exclusively positive and in which the consent of the practitioner to their practices is generally assumed. Based on the findings from the inductive study, the author develops a Theory of Disliked Practices, which explicates findings about the nature and the evolvement of disliked practices, and the negative effects of disliked practices on practitioners and organizational functioning. This book addresses researchers, lecturers, students and all those interested in organization studies and related disciplines, such as industrial-organizational psychology and sociology. The results of the study have significant implications for practice theory and methodology. Moreover, the theoretical model presented in this book provides a valuable basis for further research. Beyond that, the book will be insightful for managers and consultants who strive to improve the well-being of employees and overall organizational functioning.
The focus of this book is on how experts adapt to complexity, synthesize and interpret information in context, and transform or "fuse" disparate items of information into coherent knowledge. The chapters examine these processes across experts (e.g. global leaders, individuals in extreme environments, managers, police officers, pilots, commanders, doctors, inventors), across contexts (e.g. space and space analogs, corporate organizations, command and control, crisis and crowd management, air traffic control, the operating room, product development), and for both individual and team performance. Successful information integration is a key factor in the success of diverse endeavors, including team attempts to climb Mt. Everest, crowd control in the Middle East, and remote drilling operations. This volume is divided into four sections, each with a specific focus on an area of expert performance, resulting in a text that covers a wide range of useful information. These sections present well-researched discussions, such as: the management of complex situations in various fields and decision contexts; technological and training approaches to facilitate knowledge management by individual experts and expert teams; new or neglected perspectives in expert decision making; and the importance of ‘modeling’ expert performance through techniques and frameworks such as Cognitive Task Analysis, computational architectures based on the notion of causal belief mapping such as ‘Convince Me,’ or the data/frame model of sensemaking. The volume provides essential reading for researchers and practitioners of Naturalistic Decision Making and those who study Expertise; Organizational and Cognitive Psychologists; and researchers and students in Business and Engineering.
Considerable efforts have been made in developing and assessing educational technology to support and teach argumentation. These efforts have culminated in the form of techniques which include Intelligent Tutoring Systems and Computer Supported Collaborative Learning. Many of these techniques have been shown to be effective for specific argumentation domains. At the same time, the general design problem of how to support a learner's acquisition of argumentation skills through computer aided tools has not yet been perfected. This e-book presents a collection of current approaches in educational technologies for argumentation. Technological approaches underlying successful argumentation systems are presented, along with their relation to the success of these tools.
Contrary to the belief that computers isolate users, Karen Littleton and Paul Light demonstrate that learning with computers is often a collaborative and social activity. Learning with Computers brings together a significant body of research that shows how working with others at the computer can be beneficial to learners of all ages, from the early school years to the highest levels of education. It also investigates factors such as gender that explain why some interactions are not as productive as others.
n this book, the reader is invited to enter a strange world in which you can tell the age of the captain by counting the animals on his ship, where runners do not get tired, and where water gets hotter when you add it to other water. It is the world of a curious genre, known as "word problems" or "story problems".