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Maestros o aprendices trata temas profundos con un lenguaje llano que se agradece y que resulta en una lectura fácil. Te ofrece los recursos para vivir y transformarte en tu mejor versión para lograr hacer de nuestras vidas una obra de arte, que es el resultado de vivir, de estar plenamente vivos. No importa la edad que tengas, los conceptos vertidos por Rafael, así como los ejercicios que propone potenciaran tu vida llenándola de más equilibrio. Rafael Calbet tiene 36 años de experiencia en el diseño e impartición de programas, talleres,conferencias de liderazgo desarrollo personal y directivo, con amplia experiencia en procesos de transformación individual, grupal y cultural, en Europa y Latinoamérica.
This book provides an essential overview of "learning by teaching", unpacking the underpinning theory, research evidence and practical implications of peer learning in a variety of classroom contexts. It aims to offer practical guidance for practitioners in structuring effective peer learning – between professionals and between students alike. It locates this phenomenon in current conceptions of learning and teaching, far removed from traditional ideas of one-way transmission of knowledge. Exactly what happens to promote learning by teaching is explored. Examples of learning by teaching are discussed and it is noted that this happens in school, university and the workplace, as well as through the Internet. Learning by teaching within the student body is then explored, and many different methods described. The organizational features needed to improve learning by teaching consciously and deliberately are investigated. These can be before teaching, during teaching or after teaching. Evidence-based practical guidance is given. Of course teachers can deploy learning by teaching for themselves, but what if they also organize their students to teach each other, thereby giving many more opportunities to discuss, practise, explain and question? This takes pedagogical advantage of the differences between students – turning classrooms into communities of learners where students learn both from their teacher and from their peers.
This book presents an update on social psychology as a disciplinary space and research field. First, it discusses the irruption of research methods from other cultural niches in the instituted academic area. Then, the second and third chapters discuss the role of Critical Psychology for community emancipation in hybrid settings and the development of Vygotsky's theory in Latin America. The fourth and fifth chapters offer some questions on contemporary legal and political culture. The sixth and seventh chapters ask how to reconceptualise the studies on Social Imaginary amd childhood. The eighth and ninth chapters present topics as performativity, cybernetic, subjectivities, and technology networks in health-related social support. In the last chapter, the author asks: are networks a cause of the human condition or a result of it? Is virtuality a condition and, at the same time, a result of the human? What could offer a psychoanalytic ethnographic approach to recover the concept of being human as the experience of intimate bonding as part of a social network?
Deep learning is a committed approach to learning. It is a process of constructing and interpreting new knowledge in light of prior cognitive structures and experiences, which can be applied in new, unfamiliar contexts. Deep learning produces learning that lasts a lifetime; and it results in better quality learning and profound understanding. In contrast, surface learning involves a dispassionate approach to learning. The surface learner is not concerned with understanding. Information acquired is usually lost after examinations; and there is no profound understanding or knowledge construction. Research studies show that most university and college students today take a surface approach to learning. The purpose of this book is to show readers how to create a learning environment that promotes deep learning in their classes. The book will do so by providing readers with the theoretical and pedagogical tools needed to: • Understand the notion of deep learning • Design and implement courses that encourage students to take a deep approach to learning • Design engaging and innovative teaching and learning activities that encourage students to use higher-order cognitive skills to construct knowledge and negotiate meaning • Implement assessment tools aimed at facilitating the deep learning process • Support international and other nontraditional students to construct learning deeply. The book begins with an examination of the big picture: the institutional constraints that hinder a culture of deep learning. From there, it deconstructs the concept of deep learning, and it examines every element of the deep learning process. It also discusses the factors that contribute to produce a deep learning environment. The rest of the chapters are about how to facilitate deep learning. The book examines every component of the teaching and learning system: goals, performances, and evaluation. It discusses strategies and methods that teachers can adopt to help students learn how to read and write in their disciplines in a deep way. The book also discusses the notion of inclusive deep learning environments which focus on engaging nontraditional students.
The inclusion of experts in communicability in the software industry has allowed timeframes to speed up in the commercialization of new technological products worldwide. However, this constant evolution of software in the face of the hardware revolution opens up a host of new horizons to maintain and increase the quality of the interactive systems following a set of standardized norms and rules for the production of interactive software. Currently, we see some efforts towards this goal, but they are still partial solutions, incomplete, and flawed from the theoretical as well as practical points of view. If the quality of the interactive design is analyzed, it is left to professionals to generate systems that are efficient, reliable, user-friendly, and cutting-edge. The Handbook of Research on Software Quality Innovation in Interactive Systems analyzes the quality of the software applied to the interactive systems and considers the constant advances in the software industry. This book reviews the past and present of information and communication technologies with a projection towards the future, along with analyses of software, software design, phrases to use, and the purposes for software applications in interactive systems. This book is ideal for students, professors, researchers, programmers, analysists of systems, computer engineers, interactive designers, managers of software quality, and evaluators of interactive systems.
This book advocates for a radical change in music teaching and learning methods, allowing for a break from the traditional conservatory model still in use in many classrooms. The product of twenty years of interdisciplinary work by musicians, music teachers, and psychologists, the book proposes to place the focus of music education on the students themselves and on their mental and physical activity, with the aim of helping them to manage their own goals and emotions. This alternative is based on a new theoretical framework, as well as numerous real, concrete examples of how to put it into practice with students of different ages and in different environments. This book focuses primarily on teaching instrumental music, but its content will be useful for any teacher, student, musician, or researcher interested in improving music education in any environment, whether formal or informal, in which it takes place Chapters 3, 4, 6 and 18 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The Handbook of Research on Driving STEM Learning With Educational Technologies is an authoritative reference source for the latest scholarly research on the implementation and use of different techniques of instruction in modern classroom settings. Featuring exhaustive coverage on a variety of topics including data literacy, student motivation, and computer-aided assessment, this resource is an essential reference publication ideally designed for academicians, researchers, and professionals seeking current research on emerging uses of technology for STEM education.