Saturday, April 30, 2016

Innovating to Learn, Learning to Innovate







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:
-

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


Berminat?
Email: zanetapm@gmail.com





Innovating to Learn, Learning to Innovate Rating: 4.5 Diposkan Oleh: Unknown

0 comments:

Post a Comment