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BeschreibungFocuses on the human learning, reasoning and thinking, and the different sites in which these activities take place. This book addresses the nature of the influence of technology on learning, stressing especially on information technology and how it can influence any type of learning situation.
InhaltsverzeichnisPart headings and selected papers: The human--technological dialectic (J. Bliss, R. Saljo). Learning and the Negotiation of Meaning. Introduction (R. Saljo). Learning mathematics in and outside school: two views on situated learning (G. de Abreu). Situated selves: learning to be a learner (C. Sinha). Negotiating identities and meanings in the transmission of knowledge: analysis of interactions in the context of a knowledge exchange network (N. Muller, A.-N. Perret-Clermont). Real-world knowledge and mathematical problem-solving in upper primary school children (E. De Corte et al.). Quantifying time as a discursive practice: arithmetics, calendars, fingers and group discussions as structuring resources (J. Wyndhamn, R. Saljo). Learning and Reasoning in Context. Introduction (P. Light). Situated learning in instructional settings: from euphoria to feasibility (A. Renkl et al.). Engaging with organisational memory (A. Rizzo et al.). The relevance of relevance in children's cognition (A. Blaye et al.). Empirical abstraction and imaginative denial of rules (J. Bliss et al.). Enactive representations in learning: pretence, models and machines (E.K. Ackermann). Contextual knowledge in the development of design expertise (A. Etelapelto, P. Light). Learning with and by Machines. Introduction (J. Bliss). Gender and IT: contextualising differences (K. Littleton, M. Bannert). Information technology and the culture of student learning (C. Crook, P. Light). Assisting child-computer collaboration in the zone of proximal development (The Vygotskian Inspired System (VIS)) (R. Luckin). Learning and discovering with computational aids (V. Corruble, J. Bliss). Situated cognition: a challenge to artificial intelligence? (D. Canamero, V. Corruble). Situated learning in autonomous agents (B. de Boer, D. Canamero). References. Author index. Subject index.
Untertitel: 'Advances in Learning and Instr'. Sprache: Englisch.
Verlag: EMERALD GROUP PUB
Erscheinungsdatum: Oktober 1999
Seitenanzahl: 328 Seiten