Open AccessJournal Article
Teaching for Learning.
379
TL;DR: The book aims to share the best educational practices from traditional or face-to-face teaching and from the field of distance education to create relevant and intellectually challenging online courses.
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Abstract: The book “ Teaching and Learning” is a valuable resource for distance educators and trainers who want to create relevant and intellectually challenging online courses. Nichols aims to share the best educational practices from traditional or face-to-face teaching and from the field of distance education. It is an ambitious goal that gives the book a distinctive purpose and helps the author strive for a comprehensive view of the educational process. The book provides practical guidelines for distance educators that are based solid research and classroom experiences. The book is divided into three major sections: the teaching and learning process, universal principles of teaching and learning and the final section describes how educational principles can impact vital instructional issues.
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TL;DR: Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment as discussed by the authors is a gateway to creating an inclusive learning environment, which is also related to our work.
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“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory:
Wolff-Michael Roth,Yew-Jin Lee +1 more
TL;DR: In this paper, the authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations.
Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective.
TL;DR: In this paper, a learning ecology framework and an associated empirical research agenda are described, highlighting the need to better understand how learning outside school relates to learning within schools or other formal organizations, and how learning in school can lead to learning activities outside school.
Innovative Assessment in Higher Education
Cordelia Bryan,Karen Clegg +1 more
- 27 Sep 2006
TL;DR: In this paper, Gibbs et al. discuss how assessment frames student learning and evaluate new priorities for assessment in higher education, including the need for change in assessment practices and the importance of good feedback practice.
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Tensions in Learning to Teach Accommodation and the Development of a Teaching Identity
TL;DR: In this article, the authors analyze how a student teacher negotiated the different conceptions of teaching that provided the expectations for good instruction in her university and the site of her student teaching and how her effort to reconcile the different belief systems affected her identity as a teacher.
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References
“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory:
Wolff-Michael Roth,Yew-Jin Lee +1 more
TL;DR: In this paper, the authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations.
Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective.
TL;DR: In this paper, a learning ecology framework and an associated empirical research agenda are described, highlighting the need to better understand how learning outside school relates to learning within schools or other formal organizations, and how learning in school can lead to learning activities outside school.
Innovative Assessment in Higher Education
Cordelia Bryan,Karen Clegg +1 more
- 27 Sep 2006
TL;DR: In this paper, Gibbs et al. discuss how assessment frames student learning and evaluate new priorities for assessment in higher education, including the need for change in assessment practices and the importance of good feedback practice.
558
Tensions in Learning to Teach Accommodation and the Development of a Teaching Identity
TL;DR: In this article, the authors analyze how a student teacher negotiated the different conceptions of teaching that provided the expectations for good instruction in her university and the site of her student teaching and how her effort to reconcile the different belief systems affected her identity as a teacher.
446
Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era
TL;DR: The authors argue that efforts to prepare teachers for working with English learners (ELs) to engage with increasing language and literacy expectations across the curriculum requires development of pedagogical language knowledge (Galguera, 2011), not to "teach English" in the way that most mainstream teachers may initially conceive of (and resist) the notion, but rather to purposefully enact opportunities for the development of languages and literacy in and through teaching the core curricular content, understandings, and activities that teachers are responsible for (hopefully, excited about) teaching in the first place.
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