2007, ISBN: 9780306476143

The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, an… Meer...

The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about ?new learning.? Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are ? for various reasons ? now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called ?learning organizations? as a result of rapidly changing societies and economies. The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about ?new learning.? Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are ? for various reasons ? now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called ?learning organizations? as a result of rapidly changing societies and economies. Inhoud: Taal: en; Bindwijze: E-book; Oorspronkelijke releasedatum: 08 mei 2007; Ebook Formaat: Adobe ePub; Illustraties: Nee; Betrokkenen: Hoofdauteur: P. R. J. Simons; Tweede Auteur: Adrianus Arnoldus Maria van der Linden; Co Auteur: Interuniversitair Centrum Voor Onderwijs; Hoofdredacteur: Robert-Jan Simons; Tweede Redacteur: Jos van der Linden; Co Redacteur: Robert-Jan Simons; Hoofduitgeverij: Springer; Lees mogelijkheden: Lees dit ebook op: Android (smartphone en tablet) , Kobo e-reader , Desktop (Mac en Windows) , iOS (smartphone en tablet) , Windows (smartphone en tablet); Overige kenmerken: Studieboek: Nee; EAN: Engels | E-book | 9780306476143 | 08 mei 2007 | Adobe ePub, Onderwijs & Didactiek, Educatieve psychologie, Boeken, Computers & Informatica, Computertechnologie, Identiteit & Persoonlijkheid, Onderwijstechnieken, Kunstmatige intelligentie, Cognitieve psychologie, Springer<

2007, ISBN: 9780306476143

eBooks, eBook Download (PDF), Auflage, The book you are now reading aims to bring together research and theory on &quote;new learning, &quote;which is te term used to refer to the… Meer...

eBooks, eBook Download (PDF), Auflage, The book you are now reading aims to bring together research and theory on &quote;new learning, &quote;which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about &quote;new learning.&quote; Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are - for various reasons - now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called &quote;learning organizations&quote; as a result of rapidly changing societies and economies. [PU: Springer Netherlands], [ED: 1], Springer Netherlands, 2007<

ISBN: 9780306476143

The book you are now reading aims to bring together research and theory on new learning, which is te term used to refer to the new learning outcomes, new kinds of learning processes, and … Meer...

The book you are now reading aims to bring together research and theory on new learning, which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about “new learning.” Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are — for various reasons — now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called “learning organizations” as a result of rapidly changing societies and economies. Digital Content>E-books>Psychology>Study of Psychology>Study of Psychology, Springer Netherlands Digital >16<

ISBN: 9780306476143

The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, an… Meer...

The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory.Many people keep asking about "new learning." Is it really a new way of learning?Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet?Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts.We believe, however, that at least three important differences exist.First, there is much more attention to the role of active, independent, and self-directed learning than before.Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example.Many governments are stimulating active ways to learn.Employers and employee organizations are - for various reasons - now in favor of active learning in school and on the job.This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called "learning organizations" as a result of rapidly changing societies and economies.; PDF; Reference & Languages > Psychology, Springer Netherlands<

ISBN: 9780306476143

The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, an… Meer...

The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about “new learning.” Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are — for various reasons — now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called “learning organizations” as a result of rapidly changing societies and economies., Springer<