Educating in Dialog :: Constructing meaning and building knowledge with dialogic technology.
In this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languagei...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam/Philadelphia :
John Benjamins Publishing Company,
2014.
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| Schriftenreihe: | Dialogue studies.
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | In this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative action. |
| Beschreibung: | Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces. |
| Beschreibung: | 1 online resource (268 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027269348 9027269343 9789027210418 9027210411 |
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| 245 | 1 | 0 | |a Educating in Dialog : |b Constructing meaning and building knowledge with dialogic technology. |
| 260 | |a Amsterdam/Philadelphia : |b John Benjamins Publishing Company, |c 2014. | ||
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| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I.A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking -- what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization. | |
| 505 | 8 | |a 2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding. | |
| 505 | 8 | |a ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company. | |
| 505 | 8 | |a 1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 -- Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 -- Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain. | |
| 505 | 8 | |a 4.2.3 Step 3 -- Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 -- Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 -- Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 -- Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme. | |
| 500 | |a Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces. | ||
| 520 | |a In this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative action. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Dialogue analysis |x Data processing. | |
| 650 | 0 | |a Dialogue analysis |x Technological innovations. | |
| 650 | 0 | |a Communication in education |x Technological innovations. | |
| 650 | 0 | |a Distance education. |0 http://id.loc.gov/authorities/subjects/sh85038507 | |
| 650 | 0 | |a Social media. |0 http://id.loc.gov/authorities/subjects/sh2006007023 | |
| 650 | 0 | |a Education |x Effect of technological innovations on. |0 http://id.loc.gov/authorities/subjects/sh97007113 | |
| 650 | 0 | |a Educational technology. |0 http://id.loc.gov/authorities/subjects/sh85041150 | |
| 650 | 2 | |a Social Media |0 https://id.nlm.nih.gov/mesh/D061108 | |
| 650 | 2 | |a Educational Technology |0 https://id.nlm.nih.gov/mesh/D018961 | |
| 650 | 6 | |a Analyse du dialogue |x Informatique. | |
| 650 | 6 | |a Analyse du dialogue |x Innovations. | |
| 650 | 6 | |a Communication en éducation |x Innovations. | |
| 650 | 6 | |a Enseignement à distance. | |
| 650 | 6 | |a Médias sociaux. | |
| 650 | 6 | |a Éducation |x Effets des innovations sur. | |
| 650 | 6 | |a Technologie éducative. | |
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| 650 | 7 | |a Educational technology |2 fast | |
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| 700 | 1 | |a Yengin, Ilker. | |
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| 776 | 0 | 8 | |i Print version: |a Feller, Sebastian. |t Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. |d Amsterdam/Philadelphia : John Benjamins Publishing Company, ©2014 |z 9789027210418 |
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| contents | Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I.A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking -- what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization. 2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding. ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company. 1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 -- Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 -- Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain. 4.2.3 Step 3 -- Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 -- Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 -- Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 -- Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme. |
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| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.358 |
| dewey-search | 371.358 |
| dewey-sort | 3371.358 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn893740610 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:17Z |
| institution | BVB |
| isbn | 9789027269348 9027269343 9789027210418 9027210411 |
| language | English |
| oclc_num | 893740610 |
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| physical | 1 online resource (268 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Dialogue studies. |
| series2 | Dialogue Studies ; |
| spelling | Feller, Sebastian. Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. Amsterdam/Philadelphia : John Benjamins Publishing Company, 2014. 1 online resource (268 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Dialogue Studies ; v. 24 Print version record. Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I.A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking -- what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization. 2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding. ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company. 1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 -- Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 -- Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain. 4.2.3 Step 3 -- Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 -- Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 -- Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 -- Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme. Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces. In this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative action. Includes bibliographical references and index. English. Dialogue analysis Data processing. Dialogue analysis Technological innovations. Communication in education Technological innovations. Distance education. http://id.loc.gov/authorities/subjects/sh85038507 Social media. http://id.loc.gov/authorities/subjects/sh2006007023 Education Effect of technological innovations on. http://id.loc.gov/authorities/subjects/sh97007113 Educational technology. http://id.loc.gov/authorities/subjects/sh85041150 Social Media https://id.nlm.nih.gov/mesh/D061108 Educational Technology https://id.nlm.nih.gov/mesh/D018961 Analyse du dialogue Informatique. Analyse du dialogue Innovations. Communication en éducation Innovations. Enseignement à distance. Médias sociaux. Éducation Effets des innovations sur. Technologie éducative. social media. aat EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Dialogue analysis Data processing fast Distance education fast Education Effect of technological innovations on fast Educational technology fast Social media fast Electronic book. Yengin, Ilker. has work: Educating in dialog (Text) https://id.oclc.org/worldcat/entity/E39PCGYkpDW8HTQ4mwM68XPTpd https://id.oclc.org/worldcat/ontology/hasWork Print version: Feller, Sebastian. Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. Amsterdam/Philadelphia : John Benjamins Publishing Company, ©2014 9789027210418 Dialogue studies. http://id.loc.gov/authorities/names/no2008000590 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=874220 Volltext |
| spellingShingle | Feller, Sebastian Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. Dialogue studies. Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I.A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking -- what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization. 2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding. ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company. 1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 -- Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 -- Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain. 4.2.3 Step 3 -- Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 -- Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 -- Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 -- Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme. Dialogue analysis Data processing. Dialogue analysis Technological innovations. Communication in education Technological innovations. Distance education. http://id.loc.gov/authorities/subjects/sh85038507 Social media. http://id.loc.gov/authorities/subjects/sh2006007023 Education Effect of technological innovations on. http://id.loc.gov/authorities/subjects/sh97007113 Educational technology. http://id.loc.gov/authorities/subjects/sh85041150 Social Media https://id.nlm.nih.gov/mesh/D061108 Educational Technology https://id.nlm.nih.gov/mesh/D018961 Analyse du dialogue Informatique. Analyse du dialogue Innovations. Communication en éducation Innovations. Enseignement à distance. Médias sociaux. Éducation Effets des innovations sur. Technologie éducative. social media. aat EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Dialogue analysis Data processing fast Distance education fast Education Effect of technological innovations on fast Educational technology fast Social media fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85038507 http://id.loc.gov/authorities/subjects/sh2006007023 http://id.loc.gov/authorities/subjects/sh97007113 http://id.loc.gov/authorities/subjects/sh85041150 https://id.nlm.nih.gov/mesh/D061108 https://id.nlm.nih.gov/mesh/D018961 |
| title | Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. |
| title_auth | Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. |
| title_exact_search | Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. |
| title_full | Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. |
| title_fullStr | Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. |
| title_full_unstemmed | Educating in Dialog : Constructing meaning and building knowledge with dialogic technology. |
| title_short | Educating in Dialog : |
| title_sort | educating in dialog constructing meaning and building knowledge with dialogic technology |
| title_sub | Constructing meaning and building knowledge with dialogic technology. |
| topic | Dialogue analysis Data processing. Dialogue analysis Technological innovations. Communication in education Technological innovations. Distance education. http://id.loc.gov/authorities/subjects/sh85038507 Social media. http://id.loc.gov/authorities/subjects/sh2006007023 Education Effect of technological innovations on. http://id.loc.gov/authorities/subjects/sh97007113 Educational technology. http://id.loc.gov/authorities/subjects/sh85041150 Social Media https://id.nlm.nih.gov/mesh/D061108 Educational Technology https://id.nlm.nih.gov/mesh/D018961 Analyse du dialogue Informatique. Analyse du dialogue Innovations. Communication en éducation Innovations. Enseignement à distance. Médias sociaux. Éducation Effets des innovations sur. Technologie éducative. social media. aat EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Dialogue analysis Data processing fast Distance education fast Education Effect of technological innovations on fast Educational technology fast Social media fast |
| topic_facet | Dialogue analysis Data processing. Dialogue analysis Technological innovations. Communication in education Technological innovations. Distance education. Social media. Education Effect of technological innovations on. Educational technology. Social Media Educational Technology Analyse du dialogue Informatique. Analyse du dialogue Innovations. Communication en éducation Innovations. Enseignement à distance. Médias sociaux. Éducation Effets des innovations sur. Technologie éducative. social media. EDUCATION Administration General. EDUCATION Organizations & Institutions. Dialogue analysis Data processing Distance education Education Effect of technological innovations on Educational technology Social media Electronic book. |
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| work_keys_str_mv | AT fellersebastian educatingindialogconstructingmeaningandbuildingknowledgewithdialogictechnology AT yenginilker educatingindialogconstructingmeaningandbuildingknowledgewithdialogictechnology |