Free Delivery Over $100
|
|
|||
|
||||
OverviewFull Product DetailsAuthor: Rosemary Luckin (London Knowledge Lab, Institute of Education, University of London, UK)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.60cm , Height: 1.30cm , Length: 23.40cm Weight: 0.460kg ISBN: 9780415554411ISBN 10: 0415554411 Pages: 208 Publication Date: 14 June 2011 Audience: College/higher education , Tertiary & Higher Education , Undergraduate Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPart One: Background 1. Contexts for Learning 2. Learners and Learning 3. The Role of Technology Part Two: The Ecology of Resources Model and Design Framework 4. Software Design and the Zone of Proximal Adjustment 5. Modelling a Learner's Context 6. The Ecology of Resources Method: Models and Participatory Design 7. The Ecology of Resources Design Framework Part Three: The Future of Technology Rich Learning 8. New Technologies, New Interactions? 9. New Interactions, New Opportunities for LearningReviews'One of the most important contributions on the whole TEL field'. - Richard Noss, Director of ESRC/EPSRC TEL Research Program 'As new technologies, tools and online resources continue to proliferate, teachers, children and parents are increasingly confronted with 'learning support' overload. From smartphones to multitouch, apps to augmented reality, and interactive books to YouTube - how do they decide which to use and also how best to integrate with existing learning practices? Luckin's seminal and timely text covers the wider 'context of learning' spanning across time, space, home and school, while also crossing local and global and virtual and physical. A must read for those who want to learn more about how best to systematically choose, combine and constrain in an increasingly unwieldy world of instant knowledge and pervasive technology.' - Prof. Yvonne Rogers, Professor of Human-Computer Interaction, Oxford University 'One of the most important contributions on the whole TEL field.' -- Richard Noss, Director of ESRC/EPSRC TEL Research Program 'As new technologies, tools and online resources continue to proliferate, teachers, children and parents are increasingly confronted with 'learning support' overload. From smartphones to multitouch, apps to augmented reality, and interactive books to YouTube -- how do they decide which to use and also how best to integrate with existing learning practices? Luckin's seminal and timely text covers the wider 'context of learning' spanning across time, space, home and school, while also crossing local and global and virtual and physical. A must read for those who want to learn more about how best to systematically choose, combine and constrain in an increasingly unwieldy world of instant knowledge and pervasive technology.' -- Prof. Yvonne Rogers, Professor of Human-Computer Interaction, Oxford University Author InformationRosemary Luckin is Professor of Learner-Centred Design at the London Knowledge Lab, Institute of Education, University of London, UK. She has graduate and postgraduate qualifications in Artificial Intelligence and Cognitive Science and has taught learners in schools, colleges and universities. Tab Content 6Author Website:Countries AvailableAll regions |
||||
