Effective Learning and Teaching of Writing

Our instructional program represents the “old” didactical method of learning by writing. We combine this method with the possibilities and demands of hypertext. The courses build on the original idea of hypertext, intended by its ...

Author: Gert Rijlaarsdam

Publisher: Springer Science & Business Media

ISBN: 9781402027390

Category: Education

Page: 670

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Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners’ research. This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice.

Writing Hypertext and Learning

These vocal and musical pieces have transformed into various forms of the art, and each can be independent of the other. Four song pieces are analyzed and contrasted in seven studies through instrumental and vocal interpretation.

Author: Rainer Bromme

Publisher: Elsevier

ISBN: 008043987X

Category: Computers

Page: 201

View: 475

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The use of hypertext has spread via the World Wide Web and has become the object of empirical research for psychologists, cognitive scientists and educational researchers alike. Today due to its ease of production (html editors) the following question emerges: how do people learn via hypertexts and how can we modify it to increase its learning potential?-- Laboratory experiments as well as studies on the production of hypertexts within educational institutions-- Both conceptually and theoretically oriented contributions

The SAGE Handbook of Writing Development

Braaksma, M.A.H., Rijlaarsdam, G., Couzijn, M., and van den Bergh, H. (2002) 'Learning to compose hypertext and linear text: Transfer or interference?', in R. Bromme and E. Stahl (eds), Writing Hypertext and Learning: Conceptual and ...

Author: Roger Beard

Publisher: SAGE

ISBN: 9781848600386

Category: Education

Page: 616

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Writing development is currently the focus of substantial international debate because it is the aspect of literacy education that has been least responsive to central government and state reforms. Teaching approaches in writing have been slower to change than those in teaching reading and pupil attainment in writing has increased at a much more modest rate than pupil attainment in reading. This handbook critically examines research and theoretical issues that impact on writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Computers and Writing

This book grew out of the Fourth Conference on Computers and the Writing Process, held at the University of Sussex in March 1991.

Author: M. Sharples

Publisher: Springer Science & Business Media

ISBN: 9789401126748

Category: Computers

Page: 224

View: 631

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This book grew out of the Fourth Conference on Computers and the Writing Process, held at the University of Sussex in March 1991. The conference brought together a wide variety of people interested in most aspects of computers and the writing process including, computers and writing education, computer supported fiction, computers and technical writing, evaluation of computer-based writing, and hypertext. Fifteen papers were selected from the twenty-five delivered at the conference. The authors were asked to develop them into articles, incorporating any insights they had gained from their conference presentations. This book offers a survey of the wide area of Computers and Writing, and describes current work in the design and use of computer-based tools for writing. University of Sussex M.S. October, 1991 Note from Publisher This collection of articles is being published simultaneously as a special issue, Volume 21(1-3), of Instructional Science - An International Journal of Learning and Cognition. Instructional Science 21: 1-4 (1992) 1 © Kluwer Academic Publishers, Dordrecht Introduction MIKE SHARPLES School of Cognitive and Computing Sciences, University of Sussex, Falmer, Brighton BNl 9QH, United Kingdom.

Handbook of Language and Literacy Second Edition

They must also connect the writing task and instruction to enhance these learning processes. Learning to write and ... In R. Bromme & E. Stahl (Eds.), Writing hypertext and learning: Conceptual and empirical approaches (pp. 15–38).

Author: C. Addison Stone

Publisher: Guilford Publications

ISBN: 9781462527489

Category: Language Arts & Disciplines

Page: 715

View: 569

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An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling. New to This Edition *Chapters on digital literacy, disciplinary literacy, and integrative research designs. *Chapters on bilingualism, response to intervention, and English language learners. *Incorporates nearly a decade's worth of empirical and theoretical advances. *Numerous prior edition chapters have been completely rewritten.

Learning to Write Effectively Current Trends in European Research

We set up an experimental study in which 102 participants (10th grade) followed a lesson series in argumentative writing in two versions: a hypertext version (HYP) for the experimental hypertext writing condition, and a linear version ...

Author: Mark Torrance

Publisher: BRILL

ISBN: 9781780529295

Category: Education

Page: 461

View: 540

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Provides a detailed overview of the research exploring a wide range of ideas, theories, and practices around written text production. This book deals with issues around the development of basic ('low-level') writing skills, mainly in the early years of education. It also focuses directly on issues around the teaching and learning of writing.

E ffective Writing for E learning Environments

What is good hypertext writing ? There is more to writing than putting words next to each other , and there is more to writing hypertext than throwing tog bunch of links When writing text , I have certam goals , when I come across text ...

Author: Katy Campbell

Publisher: IGI Global

ISBN: 1591402166

Category: Education

Page: 547

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E-ffective Writing for E-Learning Environments integrates research and practice in user-centered design and learning design for instructors in post-secondary institutions and learning organizations who are developing e-learning resources. The book is intended as a development guide for experts in areas other than instructional or educational technology (in other words, experts in cognate areas such as Biology or English or Nursing) rather than as a learning design textbook. The organization of the book reflects the development process for a resource, course, or program from planning and development through formative evaluation, and identifies trends and issues that faculty or developers might encounter along the way. The account of the process of one faculty member's course development journey illustrates the suggested design guidelines. The accompanying practice guide provides additional information, examples, learning activities, and tools to supplement the text.

Computers and the Teaching of Writing in American Higher Education 1979 1994

11) Dealing with the Implications of Change in Hypertext Applications In addition to the conservatism that continued to inform the development and educational uses of style checkers and spelling checkers, teacher/scholars became ...

Author: Gail E. Hawisher

Publisher: Greenwood Publishing Group

ISBN: 9781567502527

Category: Education

Page: 363

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This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition

Integration of Cloud Technologies in Digitally Networked Classrooms and Learning Communities

Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. ... In R. Bromme & E. Stahl (Eds.), Writing hypertext and learning: Conceptual and empirical approaches (pp. 15–37).

Author: Gurung, Binod

Publisher: IGI Global

ISBN: 9781522516514

Category: Education

Page: 329

View: 973

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The application of emerging technology in educational settings has proven to significantly enhance students’ experiences. These tools provide better learning opportunities and engagement between students and instructors. Integration of Cloud Technologies in Digitally Networked Classrooms and Learning Communities is a pivotal reference source for the latest scholarly research on the implementation of cloud pedagogies and innovations in classroom environments. Highlighting concepts related to learning engagement, curriculum design, and theoretical perspectives, this book is ideally designed for researchers, practitioners, professionals, and students interested in the use of cloud technology in digital classrooms.

Writing as a Learning Tool

use of hypertext systems can facilitate conceptual learning, especially when students can create their own hypertext structures by establishing links. This is the authority rationale again for students' generation of connections.

Author: Päivi Tynjälä

Publisher: Springer Science & Business Media

ISBN: 9789401007405

Category: Education

Page: 219

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This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.

New Science of Learning

Is a hypertext a book or a space? The impact of different introductory metaphors on hypertext construction. Computer Education, 44, 115—133. Stahl, E., & Bromme, R. (2004). Learning by Writing Hypertext: A Research Based Design of ...

Author: Myint Swe Khine

Publisher: Springer Science & Business Media

ISBN: 9781441957160

Category: Education

Page: 607

View: 850

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The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload. The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including: Group cognition as a foundation for learning Metacognitive control of learning and remembering Higher education course development using open education resources Designing a technology-oriented teacher professional development model Supporting student collaboration with digital video tools Teaching and learning through social annotation practices The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.

A Practical Guide to Problem Based Learning Online

McKenna andMcAvinia (2007) suggest 'whenitcomes to analyzing hypertext writing, there has been muchwritten by theorists about ... They suggestthat hypertext writingmight subvert the dominantforms of meaningmakingin higher education, ...

Author: Maggi Savin-Baden

Publisher: Routledge

ISBN: 9781134072415

Category: Education

Page: 168

View: 295

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Problem-based learning online is a burgeoning area, crying out for support in all the disciplines, but particularly health, medicine, education and social care that are already advanced users of problem-based learning in higher education. This book provides highly grounded research based ways for those wanting to change problem-based learning modules and programs from face to face to online approaches, as well as those who have developed e-learning components but who want to adopt problem-based methods. Providing an overview of the current state of problem based learning online, it examines why we're moving from fact to face to online provision, considers existing forms of provision, outlines common mistakes and strategies to avoid future problems, and shows how to effectively facilitate learning. Illustrated by mini case studies and examples of international projects, it provides guidance on effective design, online collaboration and group dynamics, and explores the common, and complex, decisions faced when choosing which form of problem-based learning to adopt. Including practical information and resources for games and activities, scenarios of problem-based learning in the different disciplines, advice for supporting staff and students, and effectively evaluating the tools, skills and pedagogy needed for learning, this book is an essential guide for all practitioners involved in the design and delivery of problem based learning online.

Hypertext 3 0

RECONFIGURING LITERARY EDUCATION appears in descriptions of it from its earliest days . Writing of Bush , Englebart , Nelson , and other pioneers of hypertext , John L. Leggett and members of his team at the Hypermedia Lab at the ...

Author: George P. Landow

Publisher: JHU Press

ISBN: 0801882575

Category: Language Arts & Disciplines

Page: 436

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Thoroughly expanded and updated, this pioneering work continues to be the "ur-textof hypertext studies.

Digital Difference

Learning to Write in Hypertext: Technical Competency as Fluency? During the technical sessions, it became clear that some students had more ambitious plans than others for their hypertext documents, and these students worked hard to ...

Author: Ray Land

Publisher: Springer Science & Business Media

ISBN: 9789460915802

Category: Education

Page: 184

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A sense of disquietude seems ever present when discussing new digital practices. The transformations incurred through these can be profound, troublesome in nature and far-reaching. Moral panics remain readily available. Discussing the manner in which digital culture within education might differ from its ‘analogue’ predecessors incurs the risk of resorting to increasingly roadworn meta¬phors of new frontiers, ‘cyber’ domains, inter-generational conflicts and, inevitably, the futurist utopias and dystopias characterised by Western media throughout the twentieth century. These imaginings now seem to belong to an earlier era of internet thinking. We are freer, over two decades on, to re-evaluate digital difference from new perspectives. Are digital learning environments now orthodox, or do the rapidly emerging technologies hold a new promise and a new arena of difference for pedagogical practice? What are the points of rift, and the points of continuity, between virtual learning spaces and their equivalents in the real? What qualities of difference should concern us now? The writings in this collection from three continents reflect a complex embrace of culture, power and technology. Topics range from social questions of consumption, speed, uncertainty, and risk to individual issues of identity, selfhood and desire. Ethical issues arise, involving equity and authority, as well as structural questions of order and ambiguity. From these themes emerges an engaging agenda for future educational research and practice in higher education over the coming decade. The book will interest teachers, practitioners and managers from all disciplines, as well as educational researchers.

Dialogic Education and Technology

Hemel Hempstead: Writing Hypertext and Learning: conceptual and empirical approaches. Advances in Learning and Instruction Series. Oxford: Pergamon. Burbules, N. (1993). Dialogue in teaching: Theory and practice.

Author: Rupert Wegerif

Publisher: Springer Science & Business Media

ISBN: 9780387711423

Category: Education

Page: 328

View: 477

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This book empowers people to go beyond themselves into new spheres of learning, thinking and creativity. Drawing on recent work in communications theory as well as psychology, computer science and philosophy, it reveals some key characteristics of learning dialogues. It also demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues. The book’s central argument is that this dialogic perspective in education and the latest developments in information and communications technology make ideal partners.

Text

Hypertext , Learning , and Memory : Some Implications from Manuscript Tradition ARNOLD SANDERS SCHOLARS PREDICT THAT ... Jay David Bolter ( Writing Space : The Computer , Hypertext , and the History of Writing ) and George P. Landow ...

Author: D. C. Greetham

Publisher: University of Michigan Press

ISBN: 047210716X

Category: Literary Criticism

Page: 508

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The distinguished annual in interdisciplinary textual studies

International Handbook of Research in Arts Education

Before the Web, much of the writing about hypertext was concerned with the technology's capacity to organize text differently and to alter textual practices. Explorations of the technology's convergence with contemporary literary ...

Author: Liora Bresler

Publisher: Springer Science & Business Media

ISBN: 9781402030529

Category: Education

Page: 1629

View: 917

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Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.