This pioneering text contributes to the theory and practice of teaching and learning. The purpose is to unlock how key stakeholders of the spectrum of pre-universities in Singapore make sense of 'knowledge' and 'knowledge work', and endeavour to determine how their understanding of 'knowledge' shapes their understanding of 'knowledge work' and the conditions that affect their knowledge work. This monograph contributes in a most productive fashion to the necessary educational debates on teaching and learning, which quickly segue into pragmatic political debates about what sort of society and global community we desire.Using three widely diverse pre-university settings in Singapore as case studies, this book seeks to fill the existing gap by elucidating educators' and students' identification of knowledge, knowledge work and the problems and challenges confronting knowledge work.

This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders. It explores the significant interrelationship between university and school needs in this area of research. It uses a cross-institutional approach and focuses on local communities that educational providers interact with, to highlight and discuss the issues identified in various case studies. By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters.

In the modern era of research, the significance of transdisciplinary and multidisciplinary approaches in enhancing higher education learning outcomes cannot be overlooked. These approaches break down traditional academic silos, fostering a more holistic and interconnected understanding of complex problems. By integrating diverse perspectives and methodologies, they promote critical thinking, creativity, and innovation among students. Educators and institutions must embrace and implement transdisciplinary teaching and technological integration to prepare students for the demands of the future and drive meaningful advancements in education. Transdisciplinary Teaching and Technological Integration for Improved Learning: Case Studies and Practical Approaches embodies a commitment to these approaches, incorporating three cyclical activities—research, participation, and action—that collaboratively seek answers to practical questions through features of participatory and situational research. The book explores problem identification, action planning, observation collection, and behavioral data analysis. Covering topics such as artificial intelligence tools, higher education institutions, and university student satisfaction, this book is an excellent resource for higher education faculty, academic administrators, curriculum developers, educational technology specialists, researchers, and more.

This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University’s faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.

"This book provides a comprehensive examination of interactivity, combining key perspectives from communication and media studies, distributed cognition, system affordances, user control, and social interaction, intended for researchers working in the fields of communication and media, educational media, e-learning, and instructional technology"--Provided by publisher.

A group of Italian language tutors attended sessions dedicated to Italian language teaching and learning that were included in the SIS Biennial Conference in 2015. Following the conference, the group suggested that a publication of the proceedings to mark the first of these meetings would be a useful resource for all language tutors. To five of the original papers presented in Oxford, another three were added in order to include a range of ideas and experiences in one publication.

This book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

This book illustrates a practical application of the Case Method as a teaching technique in teacher education, and examines how learning takes place in a teacher professional development activity. It also describes teachers’ lived experience of the activity based on Clark Moustakas' 1994 guidelines for organizing and presenting a phenomenological study.