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008 180219s2018 si | s |||| 0|eng d
020 _a9789811071553
024 7 _a10.1007/978-981-10-7155-3
_2doi
040 _cМУБИС
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aJNT
_2thema
072 7 _aJMR
_2thema
082 0 4 _a371.3
_223
245 1 0 _aSpaces of Teaching and Learning
_h[electronic resource] :
_bIntegrating Perspectives on Research and Practice /
_cedited by Robert A. Ellis, Peter Goodyear.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2018.
300 _aXIII, 243 p. 30 illus., 19 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aUnderstanding Teaching-Learning Practice,
_x2522-0845
505 0 _a1 Spaces of Teaching and Learning: An orientation -- 2 Assembling Spaces of Learning 'in' Museums and Schools: A Practice-based Sociomaterial Perspective -- 3 Space, Place and University Society: Insights from Common-Pool Resource Theory -- 4 Design as Learning, Learning as Design -- 5 Towards a Social-semiotic Topography of University Learning Spaces: Tools to connect use, users and meanings -- 6 The Material Correspondence of Learning -- 7 Analysing the Learning Commons in the Digital Age -- 8 Measuring Engagement in the University Student Experience of Learning in Blended Environments -- 9 Collaborative Re-design: Working with school communities to understand and improve their learning environments -- 10 Old Wine in New Bottle? How technologies are being used in an elementary school in Singapore -- 11 The Missing Link: Aligning blended curricula with physical learning spaces in health inter-professional education -- 12 Learning Spaces Research: Framing actionable knowledge.
520 _aThis integrated collection of perspectives on the spaces of teaching and learning uses ‘learning space’ to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research. The selection of chapters demonstrates the value of gathering together multiple sources of evidence, viewed through different epistemological lenses in order to push the field forward in a timely fashion. The book provides both a broad review of current practices as well as a deep-dive into particular educational and epistemological challenges that the various approaches adopted entail. Contrasts and commonalities between the different approaches emphasise the importance of developing a broad, robust evidence-base for practice in context. This is the inaugural book in the series Understanding Teaching-Learning Practice.
650 0 _aEducation.
650 1 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/O29000
650 2 4 _aEducational Technology.
_0http://scigraph.springernature.com/things/product-market-codes/O21000
700 1 _aEllis, Robert A.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aGoodyear, Peter.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9789811071546
776 0 8 _iPrinted edition:
_z9789811071560
776 0 8 _iPrinted edition:
_z9789811355967
830 0 _aUnderstanding Teaching-Learning Practice,
_x2522-0845
856 4 0 _uhttps://doi.org/10.1007/978-981-10-7155-3
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK