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This volume offers a theoretical framework, numerous evidences and a series of hints to work in a multilingual and multicultural classroom, offering teachers, educators and experts tools consistent with the vision of "a school for all and for everyone".

Education --- Cooperative learning.

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This book is an essential resource for researchers in the field of applied linguistics as well as practising teachers and teacher trainees in secondary and higher education. It explores collaboration in the foreign language classroom through the use of new media. Combining theoretical, empirical and practical insights into this intricate area of research, the contributions take different approaches across a wide range of international contexts.

Language and languages --- Group work in education. --- Study and teaching (Higher) --- Foreign speakers --- Computer-assisted instruction. --- Cooperative learning --- Group method in teaching --- Group teaching --- Education --- Teaching --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics

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In (First Person)2, Day and Eodice offer one of the few book-length studies of co-authoring in academic fields since Lunsford and Ede published theirs over a decade ago. The central research here involves in-depth interviews with ten successful academic collaborators from a range of disciplines and settings. The interviews explore the narratives of these informants' experience-what brought them to collaborate, what cognitive and logistical processes were involved as they worked together, what is the status of collaborated work in their field, and so on-and situate these informants with

Academic writing. --- Authorship --- Group work in education. --- Collaboration. --- Cooperative learning --- Group method in teaching --- Group teaching --- Collaboration in literature --- Collaborative authorship --- Joint authors --- Literary collaboration --- Learned writing --- Scholarly writing --- Report writing --- English language --- Study and teaching (Higher) --- Rhetoric --- Study and teaching. --- Education --- Teaching --- Artistic collaboration --- Copyright --- Collective writing --- Germanic languages

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"[Authors] introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections - on networks and collectives - rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners"--Page [4] of cover.

Educational technology. --- Education --- Social learning. --- Social media. --- Group work in education. --- Distance education. --- Critical pedagogy. --- Social aspects. --- Learning --- Socialization --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Popular education --- Transformative learning --- Distance learning --- Open learning --- Telecommunication in education --- Cooperative learning --- Group method in teaching --- Group teaching --- Teaching --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- User-generated media --- Communication --- User-generated content --- Aids and devices --- self-directed learning --- lifelong learners --- learning management systems --- blended learning --- networked learning --- educational technology --- social media --- learning communities

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"Perspektiven auf Hochschullernwerkstätten" bündelt Tagungsbeiträge der 11. Internationalen Tagung der Hochschullernwerkstätten im Februar 2018 in Erfurt. Es lädt dazu ein, in den breiten Diskurs über konzeptionelle Überlegungen, Forschungen und Praxiserfahrungen in und über Hochschullernwerkstätten einzutauchen. Mit der Betonung des Wechselspiels von Individuum, Gemeinschaft, Ding und Raum werden dabei vier Themenfelder und Interdependenzbeziehungen aufgegriffen, die für Hochschullernwerkstätten konstitutiv sind: • Welche Chancen und Herausforderungen bieten Lernwerkstätten für die individuelle Entwicklung? • Wie können kooperative und kollaborative Lernprozesse in Gemeinschaften gefördert werden? • Welche Bedeutung haben Dinge, Artefakte, Medien, Technologien für Lernen und Bildung in Lernwerkstätten? • Wie realisieren sich in Räumen und Raumkonstellationen von Lernwerkstätten unterschiedliche diskursive Praxen und Lernprozesse? Die Reihe "Lernen und Studieren in Lernwerkstätten - Impulse für Theorie und Praxis" wird herausgegeben von Hartmut Wedekind, Markus Peschel, Eva-Kristina Franz, Johannes Gunzenreiner und Barbara Müller-Naendrup.

BMBF-Projekt --- Internationale Tagung der Hochschullernwerkstätten --- Hochschullernwerkstätten --- Lehrerbildung --- Qualitätsoffensive Lehrerbildung --- Studierende --- Technologien --- Hochschulpädagogik --- QUALITEACH --- Hochschule --- Hochschullehre --- Hochschuldidaktik --- Lernwerkstatt --- Forschungswerkstatt --- Forschung --- Forschungspraxis --- Student --- Erziehungswissenschaftler --- Lehramtsstudent --- Lehrerbildner --- Lehrerausbildung --- Konzeption --- Praxiserfahrung --- Individuum --- Gemeinschaft --- Individuelle Entwicklung --- Kooperatives Lernen --- Kollaboration --- Lernprozess --- Lernentwicklung --- Lehr-Lern-Prozess --- Reflexion --- Forschendes Lernen --- Raum --- Lernumgebung --- Lernort --- Raumgestaltung --- Diagnostik --- Selbstverständnis --- Konzept --- Diskurs --- Elementarpädagogik --- Studiengang --- Bildungsbegriff --- Werkstattarbeit --- Kind --- Besuch --- Frühpädagogik --- Entwicklung --- Teilnahme --- Begleitung --- Handlungsorientierung --- Anerkennung --- Praxisbezug --- Pädagogisches Handeln --- Pädagogische Praxis --- Kasuistik --- Demokratische Bildung --- Lehrer --- Professionalisierung --- Praxeologie --- Materielle Bedingungen --- Subjekt --- Mensch-Raum-Beziehung --- Lernen --- Didaktisches Material --- Lernmaterial --- Herstellung --- Problemorientiertes Lernen --- Primarbereich --- Selbstbestimmtes Lernen --- Experiment --- Sachunterricht --- Kompetenzentwicklung --- Unterrichtsplanung --- Adaptiver Unterricht --- Aufgabenstellung --- Lernausgangslage --- Lehrkompetenz --- Hochschulkooperation --- Universitätsbibliothek --- Bibliothek --- Transformation --- Raumnutzung --- Agency-Theorie --- Poster --- Umfrage --- Qualitative Analyse --- Fragebogenerhebung --- Evaluation --- Studie --- Interventionsstudie --- Interview --- Quasi-Experiment --- Sammelband --- Halle-Wittenberg --- Emden --- Siegen --- Erfurt --- Dresden --- Osnabrück --- Kassel --- Brixen --- Bozen --- Sachsen-Anhalt --- Niedersachsen --- Nordrhein-Westfalen --- Thüringen --- Sachsen --- Saarland --- Hessen --- Südtirol --- Deutschland --- Israel --- Italien --- Higher education institute --- Higher education lecturing --- University lecturing --- University teaching --- University didactics --- Learning workshop --- Research --- Research practice --- Male student --- Educationalist --- Student teachers --- Teacher educators --- Teacher education --- Teachers' training --- Teacher training --- Conception --- Individual --- Personal development --- Cooperative learning --- Learning process --- Teaching-learning process --- Educational Environment --- Learning environment --- Educational setting --- Interior design --- Diagnostic --- Self-awareness --- Fundamental concepts --- Discourse --- Early childhood education and care --- Elementary education pedagogics --- Pedagogics of elementary education --- Channel of academic studies --- Course of studies --- Course of study --- Concept of education --- Child --- Early childhood education --- Participation --- Practice relevance --- Teacher --- Professionalization --- Learning --- Advance organizers --- Manufacturing --- Problem based learning --- Primary education --- Primary level --- Instruction in natural science subjects --- Primary school science and social studies --- Skill development --- Lesson Planing --- Planning of teaching --- Task definition --- Task setting --- Teaching Skills --- Intercollegiate cooperation --- University library --- Space utilization --- Qualitative analysis --- Questionnaire survey --- Osnabrueck --- Saxony-Anhalt --- Lower Saxony --- North Rhine-Westphalia --- North-Rhine Westphalia --- Thuringia --- Saxony --- South Tyrol --- Germany --- Italy