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WH1783-Rosendale-A5-Booklet-2nd-Edition -1.pdf
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Cultures and Change in Higher Education: Theories and Practices
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This book describes approaches to understanding cultures in higher education and pays particular attention to cultures and cultural construction at departmental level. Implications of cultural characteristics for issues around change initiatives, including the enhancement of teaching, learning and assessment are a key focus of this book.
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Thought and Language
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Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's highly original exploration of human mental development has become recognized as a classic foundational work of cognitive science. Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought.
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Why Should Techies Care About Education Theory?
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A brief overview of five of the 20th century’s most important educational theorists in the context of educational technologists need to make sense of learning theory.
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Communities of Practice: Learning, Meaning, and Identity
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Learning is becoming an urgent topic. Nations worry about the learning of their citizens, companies about the learning of their workers, schools about the learning of their students. But it is not always easy to think about how to foster learning in innovative ways. This book presents a framework for doing that, with a social theory of learning that is ground-breaking yet accessible, with profound implications not only for research, but also for all those who have to foster learning as part of their responsibilites at work, at home, at school.
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Vygotsky and the Social Formation of Mind
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In a book of intellectual breadth, James Wertsch not only offers a synthesis and critique of all Vygotsky's major ideas, but also presents a program for using Vygotskian theory as a guide to contemporary research in the social sciences and humanities. He draws extensively on all Vygotsky's works, both in Russian and in English, as well as on his own studies in the Soviet Union with colleagues and students of Vygotsky. Vygotsky's writings are an enormously rich source of ideas for those who seek an account of the mind as it relates to the social and physical world. Wertsch explores three central themes that run through Vygotsky's work: his insistence on using genetic, or developmental, analysis; his claim that higher mental functioning in the individual has social origins; and his beliefs about the role of tools and signs in human social and psychological activity Wertsch demonstrates how the notion of semiotic mediation is essential to understanding Vygotsky's unique contribution to the study of human consciousness. In the last four chapters Wertsch extends Vygotsky's claims in light of recent research in linguistics, semiotics, and literary theory. The focus on semiotic phenomena, especially human language, enables him to integrate findings from the wide variety of disciplines with which Vygotsky was concerned Wertsch shows how Vygotsky's approach provides a principled way to link the various strands of human science that seem more isolated than ever today.
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The 'Academic' Qualities of Practice - What are the criteria for a practice-based PhD?
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This article explores the nature of the criteria which would be appropriate for evaluating a report on practice development submitted for a doctoral thesis, a significant issue in the various professional contexts where 'action research' or 'evaluation' is increasingly being adopted as a basis for PhD work. The practice-base of this article itself, and the urgency of the problems, are presented by means of reflections on the examination of particular cases of action research PhDs undertaken by practitioners, and reflections by one of the presenters, who was herself completing a PhD at the time of writing. Illuminative data have been collected from a questionnaire to PhD examiners from a wide range of disciplines in order to establish the scope of the problem by collecting a core vocabulary of terms. The key issue examined is the relationship between criteria derived from clearly 'academic' research and criteria which would be appropriate for the evaluation of practice.
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Radical Constructivism: A Way of Knowing and Learning
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Radical constructivism is a theory of knowing that provides a pragmatic approach to questions about reality, truth, language and human understanding. It introduces a change to many basic ideas, and consequently has a profound influence on the general attitude towards the world we experience. By generating awareness of the thinker's active role in building up concepts, the new orientation liberates the individual from spurious tethers and shows that it is ultimately ourselves who are responsible for what we think and do. To educators, the book suggests that the most important task is not to convey ready-made knowledge but to teach the art of constructing it. In this volume, Glaserfeld offers a theoretical account of radical constructivism. It is an elegantly and thoroughly argued account of this epistemological position, providing a profound analysis of its concepts. The book traces two genealogies of the theory. The first is the constructivist strand in the history of philosophy from the pre-Socratics via Jean Piaget to the present. The second is his own intellectual biography, illustrating how a number of lines of thought became synthesised into radical constructivism. Given its diverse roots, the first full articulation of the theory is likely to have an influence that extends beyond mathematics education.
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Strategies for Computer Assisted Learning
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This essay discusses some strategies for using the computer as an aid to learning. In order to set the discussion in context, some views of the education scene are outlined in terms of pupil's learning and cognition, the teacher-pupil relationship and the role of the computer in the learning process. Three examples of strategies for computer assisted learning are described and the arguments for and against each reviewed in terms of the education scene outlined.
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What action did student researchers take?
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This research booklet summarised the actions taken by Ultraversity students graduating in 2006. It showed how their focus was on vital and relevant issues in their workplace, despite the high level of self-direction and freedom offered.
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