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In the twenty-first century, being able to collaborate effectively is important at all ages, in everyday life, education and work, within and across diverse cultural settings. People are increasingly linked by networks that are not only means for working and learning together, but are also ways of maintaining social and emotional support. Collaborating with others requires not only elaborating new ideas together, but also being able to manage interpersonal relations. In order to design and facilitate effective collaborative situations, the challenge is therefore to understand the interrelations between social, affective and cognitive dimensions of interactions in groups. Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of: the variety of social learning situations and experiences; social identities in group learning; emotion, motivation and knowledge elaboration; conflict, arguments and interpersonal tensions in group learning. Bringing together a broad range of contributions from internationally recognised researchers who are seeking to broaden, deepen and integrate the field of research on collaborative learning, this book is essential reading for all serious students of contemporary educational research and practice.
'Affective Learning Together' contains in-depth theoretical reviews and case studies in the classroom, of the social and affective dimensions of group learning in a variety of educational situations and taught disciplines, from small groups working on design projects or debating topics in biology and in history in schools.
What if we have been wrong about learning? Learning may have more in common with marketing than we thought. Looking at marketing and learning's common root, How People Learn shows L&D professionals a new way of thinking about learning by exploring what happens when we learn. It considers applications from AI, marketing and ethics and is informed by psychology and contemporary neuroscience in order to show L&D professionals how to design training with their employees in mind so that training makes a real difference to skills, capabilities, performance and development, rather than being a waste of time, money and resources. Using the author's '5Di model', How People Learn demonstrates how to define, design and deploy training in a user-centred way so it works both for and with employees. It also includes guidance on what training resources to create when employees are actively searching for learning content. Using this book, L&D practitioners will be able to use pull and push techniques to provide content that people use and experiences that transform their behaviour. From how to use simulations, storytelling and anticipation to the importance of observation and status, this book gives L&D professionals everything they need to build effective training programmes and learning experiences. With a foreword by Dr Roger Schank, the Chairman and CEO of Socratic Arts and Executive Director of Engines for Education, and case studies from companies such as BP and the BBC, this is an urgent read for learning professionals.
The number of students in higher education has expanded dramatically in recent years, but funding has not kept pace with this growth. The result is less contact time for lecturers and their students, and corresponding worries about how the quality of teaching and learning can be improved. Peer tutoring is one method which is growing in popularity, and has already proved successful in a number of countries. This book provides an introduction to the methods and practice of peer tutoring focusing on how to set up schemes and how to cope with common problems. It discusses the theory behind this form of learning and the beneficial effects associated with it. Summaries are included at the end of each chapter.
Keeping Teachers and Students Actively Involved by Writing Across the Curriculum -- Writing is an evolutionary process whereby the author revises his/her ideas, values and approaches, not just a mechanical act of placing words in a correct sequence with appropriate grammar. It is intensely personal and interactive with the subject matter, whether in the form of a brief One-Minute Paper at the end of class, a five-minute summary during class, an extended essay, or research paper. The purpose of this book is to provide a wide range of examples of writing across the curriculum (WAC) activities in order to encourage teachers to use writing in their classes regularly as a way of stimulating critical thinking in their students and providing variety in their teaching methods.