Jones, Mellita Primary Author mixed material bibliography Singapore: Springer 2018 eng

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xvii, 237 hlm. ; 24 cm Daftar Isi:1. Introduction 2. Personalising Learning An Overview a. What Is Personalising Learning b. Individualised Personalisedor PersonalisingLearning c. The Emergence of Personalising Learning d. The Tenets of Personalising Learning e. Theoretical Perspectives Informing Personalising Learning f. Looking to the Future 3. Personalising Learning Through Communities of Collaboration a. An Introduction to Communities of Collaboration b. Vygotsky and Social Learning c. Communities of Practice as Distinct from Sociocultural Learning Theory d. Situated Learning Theory e. Critiques of Situated Learning and Communities of Practice f. Communities of Practice and Personalising Learning 4. ICT for Learning Technology and Pedagogy a. Introduction b. Technology and ICT c. ICT in Education Theory and Pedagogy d. Learning Theory and ICT e. ICT Pedagogy f. The Current State of ICT in Higher Education g. Conclusion 5. Personal MeansLearner as Central a. Introduction b. What Is Student-Centred Learning c. Critiques of Student-Centred Learning d. Why Student-Centred Learning Is Important e. Changing Beliefs f. Prior Knowledge g. Guidance and Scaffolding h. Guidance and Scaffolding in Constructivist Approaches to Learning i. Student-Centred Approaches to Assessment j. Conclusion 6. Mindsets for Lifelong Learning a. Introduction b. Theories and Practices of Lifelong Learning and Their Relationship to Personalising Learning c. Lifelong Learning and Society d. Lifelong Learning in Education e. Lifelong Learning in Teacher Education f. Conclusion 7. Personalising Learning The Teacher Education Context a. Introduction b. A Brief Timeline of Teacher Education and Its Concomitant Issues c. The Practicum d. Partnerships The Policy Imperative e. Teacher Education Pedagogy f. Personalising Learning as Teacher Education Pedagogy g. Personalising Learning Meeting Policy and Quality Imperatives 8. Tell Tales Using Community Partnerships 5 a. Introduction b. The Tell TalesProgramme c. Tenets of Personalising Learning in Tell Tales d. Pre-service Teacher Learners as Central in Tell Tales e. Learners as Central in Tell Tales Pedagogical Practices f. Communities of Collaboration in Tell Tales Pre-service Teachers g. Communities of Collaboration in Tell Tales Pedagogical Practices 9. Digi-Tell Using Technology for Authentic Learning a. Introduction b. The Digi-TellProgramme c. Conceptual Framework d. Digi-Telland the Tenets of Personalising Learning e. ICT As an Enabler of Learning in Digi-Tell f. Pre-service Teacher Reflections on the Digi-Tell Experience 10. The Science Teaching in Schools Experience (STISE) a. Introduction b. Situated Learning Theory and Communities of Science Education Practice c. Science Teacher Education Where the Learner Is Central d. Personalising the Assessment e. Designing Mechanisms for Feedback 11. Transitioning to University A Personal Learning Experience a. Contexts for Learning and Development A Foundation Education Unit b. Structure of the Unit c. Unit Assessment d. Constructive Alignment of Outcomes Activities and Assessment e. Personalising Learning in the Foundation Education Unit f. Conclusion 12. A Synthesis of Practice Applications in Teacher Education a. Introduction b. Learner as Central c. Communities of Collaboration d. ICT as a Key Enabler e. Lifelong Learning f. Conclusion 13. A Guide for Visualising Personalising Learning in Teacher Education a. Introduction b. Theoretical Foundations for Personalising Learning c. Structure and Support for Personalising Learning d. A Guide for Visualising Personalising Learning in Teacher Education 1. GURU - PENDIDIKAN 2. MENGAJAR 3. TEKNOLOGI PENDIDIKAN 4. TEACHER - EDUCATION 370.711 JON p 9789811079283 UPT Perpustakaan UM Koleksi Bahan Pustaka Perpustakaan UM 1 https%253A%252F%252Fsipadu.um.ac.id%252Fadmin%252Fpengolahan_buku%252Fimages%252Fupdbuku%252F62700.jpg 62700 2019-04-18 00:00:00 2019-04-18 00:00:00 machine generated