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Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment.
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Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 340
- Erscheinungstermin: 28. September 2021
- Englisch
- Abmessung: 177mm x 252mm x 24mm
- Gewicht: 676g
- ISBN-13: 9780367349769
- ISBN-10: 0367349760
- Artikelnr.: 62115181
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 340
- Erscheinungstermin: 28. September 2021
- Englisch
- Abmessung: 177mm x 252mm x 24mm
- Gewicht: 676g
- ISBN-13: 9780367349769
- ISBN-10: 0367349760
- Artikelnr.: 62115181
Mitchell J. Nathan is Vilas Distinguished Achievement Professor of Learning Sciences in the Educational Psychology Department, Director of the MAGIC Lab, and a Fellow of the Teaching Academy at the University of Wisconsin-Madison, USA. Professor Nathan is a Fellow of the International Society of the Learning Sciences, where he was a founding officer, and is one of the founding members of EMIC, a consortium of scholars, designers, and educators interested in embodied mathematical imagination and cognition. He lives in Madison WI with his two daughters, who keep him embodied and quite grounded.
Part 1: A Fundamental Problem for Education and a Proposed Solution 1. We
are Learning Creatures who Struggle to Design Effective Education Systems:
Framing the Problem 2. Why We Need Grounded and Embodied Learning to
Improve Education 3. Understanding Grounded and Embodied Learning 4. Forms
of Embodiment and Embodied Learning Part 2: The GEL Timescale 5. Embodiment
in the Conscious Spectrum 6. Grounding and Embodied Learning in the
Conscious Spectrum 7. Biological Basics of Learning 8. Grounding and
Embodied Learning in the Biological and 9. Sociocultural Bases of Learning
10. Sociocultural Learning as Common Ground and Engaged Participation Part
3: Implications of GEL for Education Practice and Research 11. Trans-Scale
Considerations 12. Grounded and Embodied Learning in the Classroom and
Beyond
are Learning Creatures who Struggle to Design Effective Education Systems:
Framing the Problem 2. Why We Need Grounded and Embodied Learning to
Improve Education 3. Understanding Grounded and Embodied Learning 4. Forms
of Embodiment and Embodied Learning Part 2: The GEL Timescale 5. Embodiment
in the Conscious Spectrum 6. Grounding and Embodied Learning in the
Conscious Spectrum 7. Biological Basics of Learning 8. Grounding and
Embodied Learning in the Biological and 9. Sociocultural Bases of Learning
10. Sociocultural Learning as Common Ground and Engaged Participation Part
3: Implications of GEL for Education Practice and Research 11. Trans-Scale
Considerations 12. Grounded and Embodied Learning in the Classroom and
Beyond
Part 1: A Fundamental Problem for Education and a Proposed Solution 1. We
are Learning Creatures who Struggle to Design Effective Education Systems:
Framing the Problem 2. Why We Need Grounded and Embodied Learning to
Improve Education 3. Understanding Grounded and Embodied Learning 4. Forms
of Embodiment and Embodied Learning Part 2: The GEL Timescale 5. Embodiment
in the Conscious Spectrum 6. Grounding and Embodied Learning in the
Conscious Spectrum 7. Biological Basics of Learning 8. Grounding and
Embodied Learning in the Biological and 9. Sociocultural Bases of Learning
10. Sociocultural Learning as Common Ground and Engaged Participation Part
3: Implications of GEL for Education Practice and Research 11. Trans-Scale
Considerations 12. Grounded and Embodied Learning in the Classroom and
Beyond
are Learning Creatures who Struggle to Design Effective Education Systems:
Framing the Problem 2. Why We Need Grounded and Embodied Learning to
Improve Education 3. Understanding Grounded and Embodied Learning 4. Forms
of Embodiment and Embodied Learning Part 2: The GEL Timescale 5. Embodiment
in the Conscious Spectrum 6. Grounding and Embodied Learning in the
Conscious Spectrum 7. Biological Basics of Learning 8. Grounding and
Embodied Learning in the Biological and 9. Sociocultural Bases of Learning
10. Sociocultural Learning as Common Ground and Engaged Participation Part
3: Implications of GEL for Education Practice and Research 11. Trans-Scale
Considerations 12. Grounded and Embodied Learning in the Classroom and
Beyond