What We Know About CSCL: And Implementing It In Higher Education (Computer-Supported Collaborative Learning Series, 3, Band 3) - Hardcover

Hardcover

ISBN 10: 1402077793 ISBN 13: 9781402077791

Verlag: Springer, 2004

Inhaltsangabe

A Dutch policy scientist once said the information and knowledge in the twenty-first century has the shelf life of fresh fish, and learning in this age often means learning where and how to find something and how to relate it to a specific situation instead of knowing everything one needs to know. On top of this, the world has become so highly interconnected that we have come to realise that every decision that we make can have repercussions somewhere else. To touch as many bases as possible, we need to work with knowledgeable others from different fields (multiple agents) and take heed of their points of view (multiple representations). To do this, we make increasing use of computers and computer-mediated communication. If computer-supported collaborative learning (CSCL) is not simply a newly discovered hype in education, what is it and why are we writing a book about it? Dissecting the phrase into its constituent parts, we see that first of all CSCL is about learning, and in the twenty-first century this usually means constructivist learning.

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Tim Surma is the head of the Center of Expertise Education and Learning at Thomas More University of Applied Sciences, Belgium. With twenty years of teaching experience in compulsory education, he shifted to research focusing on evidence-informed teaching and learning strategies. He has published several articles and books on evidence-informed education and is renowned public speaker and advisor on the subject.Claudio Vanhees is a senior researcher at the Center of Expertise Education and Learning, Thomas More University of Applied Sciences, Belgium. He holds two Master's in Language Studies, has ten years of teaching experience in compulsory and higher education, and obtained a PhD in Educational Sciences. His research focuses on language teaching, reading instruction, and curriculum development.Michiel Wils is a researcher and teacher trainer at the Center of Expertise in Education and Learning at Thomas More University of Applied Sciences, Belgium. With nine years of experience as a language teacher in secondary education and a background as an educational advisor, his research currently focuses on curriculum theory and development. He is actively involved in multiple projects aimed at advancing curriculum theory and development and is frequently consulted for his expertise in constructing knowledge-rich curricula.Jasper Nijlunsing is a researcher at the Center of Expertise in Education and Learning at Thomas More University of Applied Sciences, Belgium. He holds a Master's in Sociology and a second Master's in Educational Sciences. His research focuses on curriculum theory and development, both in compulsory education and teacher education. Currently, Jasper is working on several curriculum projects, including partnerships with kindergartens to develop knowledge-rich curricula.Nuno Crato is a Research Professor of Mathematics and Statistics, Cemapre, ISEG at the University of Lisbon, Portugal. He was Portuguese Minister of Education from 2011 to 2015. During his tenure, Portuguese students achieved the best results ever on PISA and TIMSS. An active researcher, science writer, and educational essayist, he has received various honours, namely from the European Mathematical Society and the European Commission. He has published extensively on econometrics and statistics and worked on education policy analysis. Several of his books are translated and published in various countries, including the U.S., U.K., Italy, and Brazil, namely his Figuring It Out, his co-organized Data-Driven Policy Impact Evaluation, and his edited Improving a Country's Education: PISA 2018 Results in 10 Countries.John Hattie is Emeritus Laureate Professor at the Melbourne Graduate School of Education at the University of Melbourne, Australia. He is the world-renowned researcher and best-selling author of Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning into Action, 10 Mindframes for Visible Learning, Visible Learning Feedback and the Illustrated Guide to Visible Learning and co-editor of the International Guide to Student Achievement.Daniel Muijs is a head of the School of Social Sciences, Education and Social Work at Queen's University in Belfast, UK. He is an expert in educational effectiveness, with a particular focus on teacher effectiveness, and has published widely in this area. He also has a strong interest in quantitative methods and has published several textbooks on this subject. Daniel is co-editor of the journal School Effectiveness and School Improvement.Elizabeth Rata is a sociologist of education and curriculum expert at the University of Auckland, New Zealand, where she is Director of the Knowledge in Education Research Unit (KERU). Her recent research is in curriculum design, particularly with the development of the Curriculum Design Coherence Model (CDC Model) and also in her contribution to the New Zealand Government's intr

Details zur Ausgabe

• Verlag: Springer
• Erscheinungsdatum: 2004
• Sprache: Englisch
• ISBN 10: 1402077793
• ISBN 13: 9781402077791
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 280
• Herausgeber: Strijbos Jan-Willem, Kirschner Paul A., Martens Rob L.
• Kontakt zum Hersteller: ProductSafety@springernature.com; ProductSafety@springernature.com; ; Europaplatz 3; Heidelberg; 69115; Deutschland