This book seeks to re-dress the lack of attention that technology developers and enthusiasts pay to a learner's wider context, offering a definition of context as a set of inter-related resource elements, including people and objects.
This book seeks to re-dress the lack of attention that technology developers and enthusiasts pay to a learner's wider context, offering a definition of context as a set of inter-related resource elements, including people and objects.
Rosemary 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.
Inhaltsangabe
Part 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 Learning
Part 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 Learning
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