Informationen zum Autor David Yun Dai is Associate Professor of Educational Psychology and Methodology, Department of Educational and Counseling Psychology, University at Albany, State University of New York. Klappentext The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically: How can specific domains or subject matters be taught for broad intellectual development? How can technology be integrated in enhancing human functioning? How can the social organization of classroom learning be optimized to create social norms for promoting deep intellectual engagement and personal growth? Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes. Zusammenfassung Taking a design research-based approach to a long-debated issue, the key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is important to effective functioning in the 21st century. Inhaltsverzeichnis Dedication Preface 1. From Smart Person to Smart Design: Cultivating Intellectual Potential and Promoting Intellectual Growth through Design Research , David Yun Dai 2. Intelligent Action as a Shared Accomplishment , Melissa Gresalfi, Sasha Barab, and Amanda Sommerfeld 3. The Interplay of Creative and Critical Thinking in Instruction , Judith A. Langer 4. Developing Validity and Reliability Criteria for Assessments in Innovation and Design Research Studies , Anthony E. Kelly 5. Design Research and Twice Exceptional Children: Toward an Integration of Motivation, Emotion and Cognition Factors for a Technology-based Intervention , Brenda Bannan 6. Designing a Learning Ecology to Support the Development of Rational Number: Blending Motion and Unit Partitioning of Length Measures , Richard Lehrer and Erin Pfaff 7. The Productive Disciplinary Engagement Framework: Origins, Key Concepts, and Developments , Randi A. Engle 8. Designing Adaptive Collaboration Structures for Advancing the Community's Knowledge , Jianwei Zhang 9. Trajectories of Participation and Identification in Learning Communities Involving Disciplinary Practices , Joseph L. Polman 10. Does Playing the World of Goo Facilitate Learning? Valerie J. Shute, and Yoon Jeon Kim Epilogue: Where Are We, and Where Are We Going? , David Yun Dai, Jianwei Zhang, and Zheng Yan About the Editor and Authors ...

Autorentext

David Yun Dai is Associate Professor of Educational Psychology and Methodology, Department of Educational and Counseling Psychology, University at Albany, State University of New York.

Klappentext

The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically: How can specific domains or subject matters be taught for broad intellectual development? How can technology be integrated in enhancing human functioning? How can the social organization of classroom learning be optimized to create social norms for promoting deep intellectual engagement and personal growth? Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes.

Zusammenfassung
Taking a design research-based approach to a long-debated issue, the key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is important to effective functioning in the 21st century.

Inhalt

Dedication Preface 1. From Smart Person to Smart Design: Cultivating Intellectual Potential and Promoting Intellectual Growth through Design Research, David Yun Dai 2. Intelligent Action as a Shared Accomplishment, Melissa Gresalfi, Sasha Barab, and Amanda Sommerfeld 3. The Interplay of Creative and Critical Thinking in Instruction, Judith A. Langer 4. Developing Validity and Reliability Criteria for Assessments in Innovation and Design Research Studies, Anthony E. Kelly 5. Design Research and Twice Exceptional Children: Toward an Integration of Motivation, Emotion and Cognition Factors for a Technology-based Intervention, Brenda Bannan 6. Designing a Learning Ecology to Support the Development of Rational Number: Blending Motion and Unit Partitioning of Length Measures, Richard Lehrer and Erin Pfaff 7. The Productive Disciplinary Engagement Framework: Origins, Key Concepts, and Developments, Randi A. Engle 8. Designing Adaptive Collaboration Structures for Advancing the Community's Knowledge, Jianwei Zhang 9. Trajectories of Participation and Identification in Learning Communities Involving Disciplinary Practices, Joseph L. Polman 10. Does Playing the World of Goo Facilitate Learning? Valerie J. Shute, and Yoon Jeon Kim Epilogue: Where Are We, and Where Are We Going?, David Yun Dai, Jianwei Zhang, and Zheng Yan About the Editor and Authors