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Professor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her much-awaited third edition of E-Moderating--the most quoted and successful guide for e-learning practitioners. Never content to offer superficial revisions or simple "solutions" against the pace of technological advances, the expanding interest and requirements for online learning, and the changes they have wrought, E-Moderating, 3rd edition offers a richness of applied topics that will directly impact learners and teachers of all kinds. The book.
Several recent analyses have focused on how social and cultural factors shape development, but less well understood are the individual constructive processes involved in this interplay. This volume showcases varied theoretical and empirical approaches to how individual, social and cultural factors shape development, and suggests new directions for future scholarship.
A presentation of current work that systematically explores and articulates the nature, origin and development of reasoning, this volume's primary aim is to describe and examine contemporary theory and research findings on the topic of deductive reasoning. Many contributors believe concepts such as "structure," "competence," and "mental logic" are necessary features for a complete understanding of reasoning. As the book emanates from a Jean Piaget Symposium, his theory of intellectual development as the standard contemporary treatment of deductive reasoning is used as the context in which the contributors elaborate on their own perceptions.
Simulations are widely used in the military for training personnel, analyzing proposed equipment, and rehearsing missions, and these simulations need realistic models of human behavior. This book draws together a wide variety of theoretical and applied research in human behavior modeling that can be considered for use in those simulations. It covers behavior at the individual, unit, and command level. At the individual soldier level, the topics covered include attention, learning, memory, decisionmaking, perception, situation awareness, and planning. At the unit level, the focus is on command and control. The book provides short-, medium-, and long-term goals for research and development of more realistic models of human behavior.
The study of moderation and mediation of youth treatment outcomes has been recognized as enormously beneficial in recent years. However, these benefits have never been fully documented or understood by researchers, clinicians, and students in training. After nearly 50 years of youth treatment outcome research, identifying moderators and mediators is the natural next step-shifting focus to mechanisms responsible for improved outcomes, identifying youth who will benefit from certain treatments or who are in need of alternative treatments, and recognizing the challenges associated with the study of moderators and mediators and their routine use in clinical practice. Moderators and Mediators of Youth Treatment Outcomes examines conceptual and methodological challenges related to the study of moderation and mediation and illustrates potential treatment moderators and mediators for specific disorders. The volume also considers empirical evidence for treatment moderators and mediators of specific disorders and illustrates how theoretical and empirical knowledge regarding moderators and mediators can be harnessed and disseminated to clinical practice. This book will be invaluable to researchers conducting treatment outcome studies (both efficacy and effectiveness), clinicians interested in evidence-based work and in understanding for whom and why certain treatments work, and students of clinical child and adolescent psychology and psychiatry.
The third in a series of Cedefop publications dealing with technical aspects of the European Qualification Framework and European Credit Transfer System, this book analyses current practice in countries that have made progress with evaluating and defining competence. It proposes a typology of knowledge, skills and competence, to be used not as an instrument of 'harmonisation' between countries, but as a template to enable comparison. The aim is to promote mobility in every sense, bringing work-based learning and knowledge acquired in higher education closer together.
The essential reference for human development theory, updatedand reconceptualized The Handbook of Child Psychology and DevelopmentalScience, a four-volume reference, is the field-defining work towhich all others are compared. First published in 1946, and now inits Seventh Edition, the Handbook has long been consideredthe definitive guide to the field of developmental science. Volume 3: Social, Emotional, and Personality Developmentpresentsup-to-date knowledge and theoretical understanding of theseveral facets of social, emotional and personality processes. Thevolume emphasizes that any specific processes, function, orbehavior discussed in the volume co-occurs alongside and isinextricably affected by the dozens of other processes, functions,or behaviors that are the focus of other researchers' work. As aresult, the volume underscores the importance of a focus on thewhole developing child and his or her sociocultural and historicalenvironment. Understand the multiple processes that are interrelated inpersonality development Discover the individual, cultural, social, and economicprocesses that contribute to the social, emotional, and personalitydevelopment of individuals Learn about the several individual and contextual contributionsto the development of such facets of the individual as morality,spirituality, or aggressive/violent behavior Study the processes that contribute to the development ofgender, sexuality, motivation, and social engagement The scholarship within this volume and, as well, across the fourvolumes of this edition, illustrate that developmental science isin the midst of a very exciting period. There is a paradigm shiftthat involves increasingly greater understanding of how todescribe, explain, and optimize the course of human life fordiverse individuals living within diverse contexts. ThisHandbook is the definitive reference for educators,policy-makers, researchers, students, and practitioners in humandevelopment, psychology, sociology, anthropology, andneuroscience.
What skills and competencies are needed for individuals to lead a successful and responsible life, both in the workplace and in other social environments, and for society to face the challenges of the present and future? What are the foundations (normative, theoretical, and conceptual) for defining and selecting a limited set of key competencies? These are among the important questions, of considerable relevance for fields such as education and training, employment, social affairs and welfare, health, and justice, that provided the starting point for an international and interdisciplinary endeavor carried out by the Swiss Federal Statistical Office and the National Center for Education Statistics, US Department of Education under the auspices of the Organization for Economic Co-operation and Development (OECD). The current volume, which has resulted from this work, compiles essays from renowned scholars who explore these questions from multiple perspectives (anthropology, economics, history, philosophy, psychology, and sociology), along with commentaries from leading representatives of policy and practice who provide an important complement to the reflection on key competencies. This volume thus presents a multifaceted sketch of issues related to defining and selecting key competencies in an open, still ongoing debate at national and international levels.