Adaptivity as a Transformative Disposition: for Learning in by David Hung, Visit Amazon's Kenneth Y. T. Lim Page, search

By David Hung, Visit Amazon's Kenneth Y. T. Lim Page, search results, Learn about Author Central, Kenneth Y. T. Lim, , Shu-Shing Lee

This quantity introduces the concept that of ‘adaptivity’ as taking place whilst, say, contributors pass limitations. via illustrations from either formal and casual studying, the e-book seeks to supply studying designs and frameworks for adaptivity. This ebook is exclusive because it ties jointly: a) social-individual dialectics; and b) adaptive studying because it pertains to creativity and mind's eye. It highlights case reviews from social / new media contexts, college studying milieux, and formal and casual events. It ways adaptive studying from the views of scholars, lecturers, tuition leaders, and contributors in social media and different digitally mediated environments. The e-book is a beneficial source for practitioners and teachers who're attracted to adaptivity as a studying disposition.

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Dialogic learning requires that there is space for diverse expertise and interpretations that are open to challenge and reconsideration. From this perspective, expertise is seen as a dynamic entity that is distributed over the community – not only within 34 K. Kumpulainen the classroom but ideally also with authentic expert communities (Brown, 1997; Hakkarainen, 2010). , 1978) points towards promising lines of research in terms of understanding and supporting students’ learning within and across settings.

Design thinking. Harvard Business Review, pp. 42–48. Callick, R. (2008, June). China looks uneasily at its revolution in learning. The Australian Higher Education Supplement, pp. 21–24. Castronova, E. (2007). Exodus to the virtual world: How online fun is changing reality. New York: Palgrave Macmillan. Chee, Y. , & Lim, K. Y. T. (2008). Development, identity and game-based learning citizenship education for the 21st century. In R. ), Handbook of research on effective electronic gaming in education.

Still, as the research suggests, there are key knowledge, skill and attitudes that individuals can possess for adaptivity. While there are obvious differences in the two areas where adaptivity is applied, we draw five key commonalities. First, learners start with a base level of adaptivity. In formal education, research suggests that adaptivity is gained through learners’ experience (Billett, 2009, 2012). , 1993; Ployhart & Bliese, 2006). Second, adaptivity varies across individuals. This is suggested by much of the research across the two bodies of literature.

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