Educating in Dialog

Constructing meaning and building knowledge with dialogic technology

Editors
| A*STAR - Institute of High Performance Computing, Singapore
| A*STAR - Institute of High Performance Computing, Singapore
HardboundAvailable
ISBN 9789027210418 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027269348 | EUR 99.00 | USD 149.00
 
Educating in Dialog: Constructing meaning and building knowledge with dialogic technology contains a collection of new articles on the relationship of learning, dialog and technology. The articles combine different views of dialogic learning stemming from a multiplicity of discipline backgrounds and research interests including educational design, educational science, epistemology, cognitive linguistics, cultural studies, and mobile learning, to name a few. The authors discuss and explore a variety of topics that range from knowledge building over learning communities to dialogic technologies for knowledge co‐construction. Discussing technology and learning against this broad background is indispensable, as the gap between what learners actually need for successful learning and what current technology offers becomes increasingly wide. This book provides thought-provoking views of recent developments in the area of technology supported learning for everyone who is interested in educational technologies, collaborative learning, and dialog.
[Dialogue Studies, 24]  2014.  xviii, 250 pp.
Publishing status: Available
Table of Contents
Preface
ix–xiv
About the authors
xv–xviii
A constructivist approach to dialogic teaching and learning: Knowledge as social construction
Education and our conversations about, with and through technology
Reynold Redekopp
3–32
Understanding and explaining
Jasper Doomen
33–49
The why dimension, dialogic inquiry, and technology supported learning
Jon Mason
51–74
Learner-centered pedagogy: Building knowledge and constructing meaning in dialogic learning communities
Dialogue-oriented analysis of constructivist teaching and learning within a UK company
Robert M. Foster
77–95
Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning Spaces
Henk Huijser and Jurg Bronnimann
97–110
Teams Construct Knowledge During Project-Driven Social Interactions: A Facet of the CYBER Kids Method
Yiannis Laouris
111–131
Developing Teachers’ Epistemic Agency in a Knowledge Building Community through Cogenerative Dialogues
Seng Chee Tan and Daryl Ku
133–156
Dialogic knowledge building: Potentials of dialogic technologies for knowledge building and negotiation
Mobile Game-Based Learning in University Education
Alexander Bartel, Paula Figas and Georg Hagel
159–179
Dialogic knowledge building: The making of a narrative inquiry teacher education discourse community
Darlene Ciuffetelli Parker and Debbie Pushor
181–202
Knowledge negotiation using technology: Potentials of technology and the knowledge negotiation model
Ilker Yengin
203–221
Teaching and learning as explorative action games. Guidelines for the design of dialogic educational technology
Sebastian Feller
223–239
Index
241–250
Cited by

Cited by other publications

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2019.  In Learning Differentiated Curriculum Design in Higher Education,  pp. 203 ff. Crossref logo

This list is based on CrossRef data as of 20 november 2019. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Communication Studies

Communication Studies
BIC Subject: CFG – Semantics, Pragmatics, Discourse Analysis
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2014026468