Download e-book for iPad: Activity Theory in Education: Research and Practice by Dilani S. P. Gedera, P. John Williams

By Dilani S. P. Gedera, P. John Williams

ISBN-10: 9463003851

ISBN-13: 9789463003858

ISBN-10: 946300386X

ISBN-13: 9789463003865

ISBN-10: 9463003878

ISBN-13: 9789463003872

Task thought in schooling: study and perform brings jointly state of the art students from a few continents. via in-depth case reviews the authors spotlight how task concept is utilized in schooling and talk about the theoretical in addition to pragmatic use of task idea frameworks in a number modern studying contexts. the 1st part of the booklet makes a speciality of empirical study on utilizing job conception in analysing scholars' and academics' stories of studying and educating in face-to-face and on-line studying contexts. the second one part comprises insights in opting for ancient and systemic tensions in academic contexts utilizing task idea. The 3rd part discusses conceptual and contextual facets of academic contexts via task conception, and part 4 discusses the applying of job conception in knowing academics' Pedagogical content material wisdom and curriculum improvement. "In spite of the frequent and swiftly expanding use of task concept in academic learn, few collections of this paintings can be found. job conception in schooling: learn and perform is the sort of a lot wanted choice of sensible reports, theoretical insights and empirical study findings at the use of task idea in academic settings." - Yrjö Engeström, Centre for study on job, improvement and studying (CRADLE), The collage of Helsinki

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Additional info for Activity Theory in Education: Research and Practice

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In the study by Xie and Ke (2011), it was found that student moderations 30 USING ACTIVITY THEORY TO UNDERSTAND STUDENT TEACHER PERCEPTIONS were positively related to peers’ low level of knowledge construction; while lecturer moderations were related to peers’ high level of knowledge construction because even highly motivated students do not necessarily provide better quality moderation. This calls for lecturers to take new roles, different from those taken during faceto-face environments. To effectively moderate online discussions, online tutors and e-moderators need to adopt social, pedagogical, and intellectual roles (Vlachopoulos & Cowan, 2010), and give individual support to the student moderator (Quinton & Allen, 2014).

Nentl and Zietlow (2008) argue that online learning as a community of inquiry needs to encourage individuals’ freedom to explore ideas, question, and construct meaning. With reference to Activity Theory, these findings suggest that the manner in which tools are used by the subjects may influence the quality of expected outcomes. In this study, for example, the manner in which the discussion forums were conducted had the potential for promoting open-mindedness amongst students. Proper Moderation of Discussion Forums Students believed that proper moderation of discussion forums made them more focused on the tasks.

The three different classes were selected to represent diversity of social backgrounds and academic levels. The intention of the research project was to get an in-depth understanding of the practices related to assessment activities and this included finding information about how students, teachers, and different kinds of experts who were involved in these processes experienced assessment. For this reason the study employed an ethnographic approach for the data collection (Hammersley, 2007; Walford, 2008a), using interviews, document analysis, observations, and data from the tests that were conducted by the teachers and by the Ministry of Education during the study period.

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Activity Theory in Education: Research and Practice by Dilani S. P. Gedera, P. John Williams


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