Educating in Dialog
Constructing meaning and building knowledge with dialogic technology
Editors
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
© John Benjamins
Table of Contents
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Preface | pp. ix–xiv
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About the authors | pp. xv–xviii
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A constructivist approach to dialogic teaching and learning: Knowledge as social construction
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Education and our conversations about, with and through technologyReynold Redekopp | pp. 3–32
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Understanding and explainingJasper Doomen | pp. 33–49
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The why dimension, dialogic inquiry, and technology supported learningJon Mason | pp. 51–74
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Learner-centered pedagogy: Building knowledge and constructing meaning in dialogic learning communities
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Dialogue-oriented analysis of constructivist teaching and learning within a UK companyRobert M. Foster | pp. 77–95
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Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning SpacesHenk Huijser and Jurg Bronnimann | pp. 97–110
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Teams Construct Knowledge During Project-Driven Social Interactions: A Facet of the CYBER Kids MethodYiannis Laouris | pp. 111–131
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Developing Teachers’ Epistemic Agency in a Knowledge Building Community through Cogenerative DialoguesSeng Chee Tan and Daryl Ku | pp. 133–156
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Dialogic knowledge building: Potentials of dialogic technologies for knowledge building and negotiation
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Mobile Game-Based Learning in University EducationAlexander Bartel, Paula Figas and Georg Hagel | pp. 159–179
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Dialogic knowledge building: The making of a narrative inquiry teacher education discourse communityDarlene Ciuffetelli Parker and Debbie Pushor | pp. 181–202
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Knowledge negotiation using technology: Potentials of technology and the knowledge negotiation modelIlker Yengin | pp. 203–221
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Teaching and learning as explorative action games. Guidelines for the design of dialogic educational technologySebastian Feller | pp. 223–239
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Index | pp. 241–250
Cited by (1)
Cited by one other publication
[no author supplied]
2019. References. In Learning Differentiated Curriculum Design in Higher Education, ► pp. 203 ff. 
This list is based on CrossRef data as of 23 july 2024. 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
Main BIC Subject
CFG: Semantics, Pragmatics, Discourse Analysis
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General