ISBN:
9781461435402
Language:
English
Pages:
Online-Ressource (XV, 263p. 16 illus, digital)
Series Statement:
Explorations in the Learning Sciences, Instructional Systems and Performance Technologies 5
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Education
;
Education
;
Education Philosophy
Abstract:
In 1991, Denis Hlynka and John Belland released Paradigms Regained, a well received reader for graduate students in the field of educational technology. The Role of Criticism in Understanding Problem Solving updates some of those ideas initially proposed in Paradigms Regained, and extends the conversation into the contemporary discourse regarding problem based learning (PBL). Paradigms proposed the idea of criticism as a third method for the conduction of educational research, the first two being qualitative and qualitative. The concept of criticism as a tool for research is not well established in educational technology, although it is well established in other educational research traditions such as Curriculum Studies. Unfortunately, it is not always clear how criticism can be applied. This book views criticism as a way to step back and look at an educational intervention within educational technology through a particular critical lens. Criticism is viewed as a valuable approach to guiding meta analyses and theoretical studies, serving to prevent the proverbial 'spinning of the wheels' that often happens in educational research. By indicating new potential research questions and directions, criticism approaches can invigorate educational research. This book revisits the ideals of criticism in order to establish their usefulness for studying educational technology interventions to support problem based learning. First, a few foundational chapters set the stage for the conversations on criticism. Then, the role criticism can play in enhancing analysis and interpretation of the PBL literature is explored. Finally, case studies addressing the central concepts of the text are presented and dissected. This book represents a complete overhaul and rethinking of the use of criticism as a method for understanding and furthering the research area of PBL within the field of Educational technology.
Description / Table of Contents:
The Role of Criticism in Understanding Problem Solving; Preface; Contents; Understanding Criticism and Problem-Based Learning: An Introduction; Problem-Based Learning; Elements to Bear in Mind; Scaffolding; Other Challenges; The Critical Approach; The Past: The Critical Paradigm; Revisiting Criticism and Moving the Idea Forward; Bringing the Ideas Together; The Structure of This Volume; Critical Theory; Applications to the Field; Problem-Based Learning; Case Studies and Current Practice; References; Part I: Critical Theory; Argumentation, Critical Reasoning, and Problem Solving; Reasoning
Description / Table of Contents:
Deductive ArgumentsInductive Arguments; Reasoning Going Forward; Mental Models and Schemas; Implications for Learning and Instruction; A Framework for Integrating Models in Learning and Instruction; Further Research; References; Postmodernism: A Twenty-First Century Primer to Problem-Based Learning; Classic De fi nitions of the Postmodern; Who Is Afraid of Postmodernism?; What Are Twenty-First Century Variants?; Modern, Postmodern, and Post-Postmodern; Postmodernism and Educational Technology; The Postmodern Condition and Problem-Based Learning; Conclusion: What Postmodernism Says to PBL
Description / Table of Contents:
ReferencesWhat Does a Connoisseur Connaît? Lessons for Appreciating Learning Experiences; Why Apply Connoisseurship?; Drama Criticism: The Art of The Seque , The Threepenny Review (Vineberg, 2010); Wine Tasting: The Everyday Guide to Wine (Simonetti-Bryan, 2010); Travel Writing: Travels with Herodotus (Kapuscinski, 2004); Conclusions; References; Part II: Application to the Field; Developing a Critical Stance as an E-Learning Specialist: A Primer for New Professionals; Knowledge for Critical Awareness; Modernism and Its Critique; Dignity of the Individual
Description / Table of Contents:
Division of Labor: Feeding the SystemAmerican Pragmatism: Truth as What Works; Power of Narrative; Critique of Technology; Privileged Binaries; Foucault's Critique of Power in Institutions; Education as a Political Act; Summary; Interrogation Based on Core Values; Close Readings: Viewing Practice as a Text; Resolving the System-Change Dilemma; Constructive Synthesis; Transformation; Conclusion; References; Critical Theory and the Mythology of Learning with Technology; The Myth of the Knowledge Economy; The Myth of the Digital Generation; Technology Drives Educational Change; Conclusion
Description / Table of Contents:
ReferencesHabitus, Scaffolding, and Problem-Based Learning: Why Teachers' Experiences as Students Matter; Problem-Based Learning; Definition; Self-Directed Learning; Scaffolding; Scaffolding Intentions; Scaffolding Means; Problem-Based Learning and Standards; Laying the Groundwork for PBL: Teacher-Provided Scaffolding; Questioning and Feedback; Intention; Means; Modeling; Intention; Means; Current Implementation of Teacher-Provided Scaffolding; Potential Explanations for Minimal Implementation of Teacher-Provided Scaffolding; Teacher Beliefs; Inadequate Teacher Education; Teachers' Habitus
Description / Table of Contents:
Suggestions for Future Research
Note:
Description based upon print version of record
DOI:
10.1007/978-1-4614-3540-2
