Innovating to Learn, Learning to Innovate
Buku ini diterbitkan tahun 2008 Oleh OECD, USA, adalah buku edisi Pertama.
Judul: Innovating to Learn, Learning to Innovate
Oleh: Centre for Educational Research and Innovation
Penerbit: OECD, USA
Tahun: 2008
Jumlah Halaman: 260 hal.
Penulis:
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Lingkup Pembahasan:
Buku ini fokus pada pembelajaran dan inovasi juga integral OECDwide lebih luas. Pada tahun 2007, Strategi Inovasi OECD diluncurkan sebagai latihan horisontal dan multi-disiplin yang luas. Tujuannya adalah untuk memenuhi kebutuhan negara-negara 'untuk pemahaman yang lebih komprehensif tentang bagaimana mempromosikan, mengukur dan menilai inovasi dan dinamika yang mendasarinya dari perubahan.
Daftar Isi:
Executive Summary 11
Chapter 1. The Search for Innovative Learning Environments
by Francisco Benavides, Hanna Dumont and David Istance (OECD Secretariat) 21
1.1. Introduction 21
1.2. Why looking for new learning approaches and environments? 22
1.3. Different approaches to re-designing learning environments 28
1.4. Is reform for far-reaching change possible? 38
References 42
Chapter 2. Optimising Learning: Implications of Learning Sciences Research
by R. Keith Sawyer 45
2.1. Introduction 45
2.2. The standard model of schooling 46
2.3. The shift to the innovation economy 47
2.4. Key learning sciences findings 50
2.5. Design principles from the learning sciences 54
2.6. The learning sciences and alternative models of learning 58
2.7 Conclusion 60
References 62
Chapter 3. Toward Research-based Innovation
by Carl Bereiter and Marlene Scardamalia 67
3.1. Dimensions of difference 70
3.2. Comparing learning models and approaches 80
References 88
Chapter 4. The Contribution of Alternative Education
by Anne Sliwka 93
4.1. Alternative education: a fragmented landscape 93
4.2. Global networks of alternative schools 95
4.3. Understanding the culture of learning in alternative forms of education 98
4.4. Alternative education in light of recent research in the learning sciences 107
References 109
Chapter 5. Situated Pedagogies, Curricular Justice and Democratic Teaching
by Mar Rodríguez-Romero 113
5.1. Situated pedagogies and situated learning 115
5.2. Curricular justice 121
5.3. Democratic teaching and learning 126
5.4. Community construction and the educational professional 130
5.5. Conclusion 132
References 134
Chapter 6. The Construction of Learning Environments: Lessons from the Mexico Exploratory Phase
by Juan Cassassus, María de Ibarrola, Lilia Pérez-Franco, Juana M. Sancho-Gil, Marcela Tovar-Gómez, Margarita Zorrilla 137
6.1. Building appropriate education: an unachieved task 139
6.2. Needs and emotions as driving forces 142
6.3. Building a meaningful learning model 147
6.4. Finding routes for change 149
6.5. Looking for pertinent education responses 151
6.6. Reforms built from the field 155
References 157
Chapter 7. What Makes Innovations Work on the Ground?
by María Cecilia Fierro-Evans 161
7.1. Innovation as a managerial process 161
7.2. Features of innovation: building the intervention model 163
7.3. Strengths found in the cases’ origins and operations 165
7.4. Innovation targets and their action spaces: agents and the political processes 167
7.5. Real room for conflict management and for different actors to make decisions 168
7.6. Attitudes that foster innovations 170
References 172
Chapter 8. The Dynamics of Innovation: Why Does it Survive and What Makes it Function
by Inés Aguerrondo 175
8.1. Existing pressures 177
8.2. Gaps requiring innovation (or “the window of opportunity”) 178
8.3. Development of the proposal, preparation and participation 180
8.4. The politico-cultural feasibility 182
8.5. The feasibility of knowledge 183
8.6. Concrete feasibility and resources available 184
8.7. The role of general context and background 186
8.8. Available courses of action 187
8.9. The process of consolidation 188
8.10. Functionality of the innovation 192
8.11. The open roads (sustainability) 194
8.12. A new paradigm: under construction? 197
8.13. Organisation of the administration 199
8.14. Transition towards generalisation (or the vicious circle of the “two sets of logic”) 200
References 202
Chapter 9. Open Learning: A Systems-driven Model of Innovation for Education
by Tom Bentley 205
9.1. Introduction 205
9.2. Multiple dimensions 207
9.3. Creating human capital: a new global narrative for schooling? 209
9.4. The dominance of the bureaucratic paradigm 213
9.5. Why are bureaucratic models so resilient? 214
9.6. Liberalisation and specialisation: responses to rising demand 219
9.7. Innovation through collaboration: learning from open systems 222
References 229
Annex A. Summaries of the Four Mexican Case Studies 231
Case Study 1: The Cerro del Judío Friendship Centre 234
Case Study 2: Regular Education Support Services Unit – USAER 8 240
Case Study 3: Intelligent Classroom for Migrants 245
Case Study 4: Ayuujk Polyvalent Integral Community High School – BICAP 252
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