Learning, Teaching, and Assessment Methods for Contemporary Learners: Pedagogy for the Digital Generation (Springer Texts in Education)

✍ Scribed by K. G. Srinivasa, Muralidhar Kurni, Kuppala Saritha

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 350
• Category: Library

✦ Synopsis

This textbook tackles the matter of contemporary learners’ needs, and introduces modern learning, teaching, and assessment methods. It provides a deeper understanding of these methods so that the students and teachers can create teaching and learning opportunities for themselves and others. It explores the meaning of ‘pedagogy’, why it is essential, and how pedagogy has evolved to take 21st-century skills and learning into account. This textbook showcases various modern learning, teaching, and assessment methods for contemporary learners in an increasingly digital environment. Each chapter presents insights and case studies that show how such modern methods can be applied to classrooms, and how they can support the existing curriculum. It shows students, educators, and researchers alike how to effectively make sense of and use modern learning, teaching, and assessment methods in everyday practice.

✦ Table of Contents

Preface
Organization of the Book
Key Features of the Book
Acknowledgements
Contents
1 Introduction
1.1 What is Pedagogy?
1.2 Why is Pedagogy Important?
1.3 Different Types of Pedagogy
1.4 How is Pedagogy Changing?
1.5 How Does Pedagogy Impact the Learner?
1.6 Learning, Teaching, and Assessment Methods for Contemporary Learners
1.7 Structure of the Book
1.8 Conclusion
References
2 Crossover Learning
2.1 Introduction
2.2 Crossover Learning
2.3 Crossover Learning: Connecting Formal and Informal Learning
2.4 The Importance of Crossover Learning
2.5 Strengths of Crossover Learning
2.6 Why is It Good to Implement Crossover Learning?
2.7 How to Implement Crossover Learning?
2.8 Why is Crossover Learning Working in the Classroom?
2.9 Try Out Crossover Learning with Your Students
2.10 Conclusion
References
3 Learning Through Collaborative Argumentation
3.1 Introduction
3.2 What is Collaborative Argumentation?
3.3 Reasons for Using Argumentation in Learning Environments or Instruction
3.4 Benefits of Argumentation
3.5 Kinds of Arguments
3.6 The Skills of Argumentation
3.7 Learning to Argue and Arguing to Learn
3.8 Preparing Classroom Environments for Collaborative Argumentation
3.9 Methods for Engaging and Supporting Argumentation in Learning Environments
3.10 Evaluating Argumentation
3.11 Factors Affecting Collaborative Argumentation
3.12 Conclusion
References
4 Incidental Learning
4.1 Introduction
4.2 Incidental Learning
4.3 The Premise of Incidental Learning
4.4 The Opportunity of Incidental Learning
4.5 How to Engage with Incidental Learning
4.6 Using Incidental Learning
4.7 Incidental Learning in the Classroom
4.8 Informal and Incidental Learning
4.9 Intentional and Incidental Learning
4.10 Incidental Teaching
4.11 Case Studies on Incidental Teaching
4.12 Conclusion
References
5 Context-Based Learning
5.1 Introduction
5.2 What is Context-Based Learning?
5.3 Why Context-Based Learning?
5.4 Increasing Performance with Context-Based Learning
5.5 Context-Based Learning Environments
5.6 Assessment in Context-Based Teaching and Learning
5.7 Contextual Teaching and Learning (CTL)
5.8 Conclusion
References
6 Computational Thinking
6.1 Introduction
6.2 What is Computational Thinking?
6.3 Thinking Computationally
6.4 The Computational Thinking Process
6.5 Key Skills for Computational Thinking
6.6 Principles of Computational Thinking
6.7 Computational Thinking in the Classroom
6.8 Why is Computational Thinking an Essential Tool for Teachers and Students?
6.9 Integrating Computational Thinking into Your Classroom
6.10 Examples of Computational Thinking in the Classroom
6.11 Computational Thinking Through Classroom Assessment
6.12 Integrating into Existing Routines and Curricula
6.13 Differences Between CT and Other Types of Thinking Skills
6.14 Conclusion
References
7 Learning by Doing
7.1 Introduction
7.2 What is Learning by Doing?
7.3 Why Should We Learn by Doing?
7.4 Why Learning by Doing is Effective
7.5 When Does Learning by Doing Work?
7.6 Why Does Learning by Doing Work?
7.7 How to Use Learning by Doing?
7.8 What are the Benefits of Learning by Doing?
7.9 How to Get Started?
7.10 Developing Learning by Doing Approach (How to Do It?)
7.11 Drawbacks to Learning by Doing
7.12 The Challenges of Learning by Doing
7.13 Learning by Doing Science with Remote Labs
7.14 Realistic Learning Situations Through Simulations (Learning by Doing Through Simulations)
7.15 Approaches to Learning by Doing/Experiential Learning Models
7.16 Conclusion
References
8 Embodied Learning
8.1 Introduction
8.2 Embodied Learning
8.3 Principles of Embodied Learning
8.4 Pros and Cons of Embodied Learning
8.5 Embodied Learning in Classrooms
8.6 Embodied Learning Through Virtual Reality
8.7 Embodied Learning and Technological Developments in Educational Contexts
8.8 Role-Playing and Embodied Learning
8.9 Embodied Learning in Varied Disciplines
8.10 Conclusion
References
9 Adaptive Teaching/Learning
9.1 Introduction
9.2 What is Adaptive Teaching/Learning?
9.3 Technology and Methodology
9.4 Implementations
9.5 Development Tools
9.6 Adaptive Learning is the Future of Online Education
9.7 How to Apply Adaptive Learning in Practice?
9.8 Adapting to Adaptive Learning
9.9 Adapting Adaptive Teaching
9.10 Strengths and Weaknesses of Adaptive Learning
9.11 When and How to Apply Adaptive Learning
9.12 How is Adaptive Learning Changing Traditional Teaching Methods?
9.13 Design Principles in Adaptive Learning
9.14 Adaptive Classrooms: How Accessible Furniture is Paving the Way to Success for Students with Special Needs
9.15 Intelligent Adaptive Learning
9.16 Adaptive Learning Systems and Platforms
9.17 Benefits of Adaptive Learning
9.18 Conclusion
References
10 Analytics of Emotions
10.1 Introduction
10.2 The Importance of Emotions in Learning
10.3 Four Emotions of Learning
10.4 How Children Use Their Emotions to Learn
10.5 How Emotions Affect Learning and Teaching (Emotions in Classrooms)
10.6 Emotion-Aware E-learning Platform Architecture
10.7 Emotion AI in Education
10.8 Emotional Learning Analytics
10.9 Examples of Emotion Analytics in the Real World
10.10 Conclusion
References
11 Stealth Assessment
11.1 Assessment: Overview
11.2 Problems with Current Assessments
11.3 What is Stealth Assessment?
11.4 Is Stealth Assessment Practical?
11.5 Stealth Assessment in the Classroom
11.6 Principles and Theories of Stealth Assessment
11.7 Stealth Assessment and Evidence-Centred Design
11.8 How to Design and Develop Good Stealth Assessment
11.9 Stealth Assessments: Success Stories
11.10 Conclusion
References
12 Pedagogy for E-learning
12.1 What is E-learning?
12.2 Types of E-learning
12.3 Advantages of E-learning
12.4 Disadvantages of E-learning
12.5 Contributions of E-learning to Education
12.6 Modern E-learning Pedagogy
12.7 Models of E-learning and Teaching
12.8 Case Study
12.9 Conclusion
References
13 Harnessing the Power of AI to Education
13.1 Introduction
13.2 The Need for AI in Education
13.3 The Role of AI in Education
13.4 The Impact of AI on Education
13.5 Technologies for AI in Education
13.6 Best Practices for Incorporating AI in Education
13.7 Applications of AI in Education
13.8 Pros and Cons of Using AI in Education
13.9 Companies Using AI in Education to Enhance the Classroom
13.10 AI-Driven Solutions in Education/AI Apps and Tools for Education
13.11 Is AI Replacing Human Teachers, or Does It Assist Teachers?
13.12 Usage of AI in Education—Present and Future
13.13 Case Studies: Examples of Successful AI in Higher Education that Can Serve as Inspiration for Our Future
13.14 Conclusion
References