Document
... crisis) as revolving around sense-giving utterance productions such as argumentative reasoning, knowledge commitments, normative judgements, rhetorical communication, all co-producing subjective (discursive) positions, discourse alliances, formation of collective interests, selfunderstandings and o ...
... crisis) as revolving around sense-giving utterance productions such as argumentative reasoning, knowledge commitments, normative judgements, rhetorical communication, all co-producing subjective (discursive) positions, discourse alliances, formation of collective interests, selfunderstandings and o ...
Social learning spaces - Wenger
... respective experience. They are “peers” in a very broad, practical sense of the term. This recognition forms the basis of a mutual commitment to learning. This commitment can be made explicit but more often than not it will remain implicit, expressed in the doing of it. Commitment to candor: the val ...
... respective experience. They are “peers” in a very broad, practical sense of the term. This recognition forms the basis of a mutual commitment to learning. This commitment can be made explicit but more often than not it will remain implicit, expressed in the doing of it. Commitment to candor: the val ...
Understanding Learning Culturally: Overcoming the
... a part of this wider social and embodied picture. Consequently, resolving the tensions between situated learning and cognitive learning in relation to cognitive development would not take us very far in addressing the significant problems with which we opened the paper. Our concern is to take a cult ...
... a part of this wider social and embodied picture. Consequently, resolving the tensions between situated learning and cognitive learning in relation to cognitive development would not take us very far in addressing the significant problems with which we opened the paper. Our concern is to take a cult ...
The Play of International Practices
... kind or another are what scholars of international relations always have studied”. To a certain degree he is right. Practice has indeed gradually become a core category within constructivism, for instance as an intermediary of agents and structure (Wendt 1992). However, when Iver Neumann (2002) sugg ...
... kind or another are what scholars of international relations always have studied”. To a certain degree he is right. Practice has indeed gradually become a core category within constructivism, for instance as an intermediary of agents and structure (Wendt 1992). However, when Iver Neumann (2002) sugg ...
Geography Policy - Norfolk Community Primary School
... selecting the appropriate programmes of study. The programmes of study have been carefully chosen to ensure that, as a school, we are meeting the National Curriculum criteria across all year groups. The school’s curriculum map shows which programmes of study are taught, when and by which year groups ...
... selecting the appropriate programmes of study. The programmes of study have been carefully chosen to ensure that, as a school, we are meeting the National Curriculum criteria across all year groups. The school’s curriculum map shows which programmes of study are taught, when and by which year groups ...
CEC`s Definition of a Well-Prepared Special Education Teacher
... which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs. Special educators are familiar with augme ...
... which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs. Special educators are familiar with augme ...
The discourses of OERs: how flat is this world?
... Unlike other types of discourse analysis, the type of CDA I draw upon does not focus on counting the frequency of words in a text, but rather on an understanding of how the often-unconscious use of language in a domain of practice (e.g. word choices) is constitutive of the dominant discourses of thi ...
... Unlike other types of discourse analysis, the type of CDA I draw upon does not focus on counting the frequency of words in a text, but rather on an understanding of how the often-unconscious use of language in a domain of practice (e.g. word choices) is constitutive of the dominant discourses of thi ...
Chapter 1 Multimodal Studies: An Emerging Research Field
... art, design and performance disciplines, towards multimodal Gesamtkunstwerke, multimedia events and so on”. Kress and van Leeuwen (2001: 1) go on to claim that the “desire for crossing boundaries inspired twentieth century semiotics”, particularly in the range of multimodal phenomena which it sought ...
... art, design and performance disciplines, towards multimodal Gesamtkunstwerke, multimedia events and so on”. Kress and van Leeuwen (2001: 1) go on to claim that the “desire for crossing boundaries inspired twentieth century semiotics”, particularly in the range of multimodal phenomena which it sought ...
Does e-learning require a new theory of learning?
... contribution. Without such overarching theory or theories, the field will be unable to chart and gauge its progress; nor will it reach a degree of coherence that allows further discussion of complex tensions and complementarities in the field. There are exceptions, from different points of view: Kee ...
... contribution. Without such overarching theory or theories, the field will be unable to chart and gauge its progress; nor will it reach a degree of coherence that allows further discussion of complex tensions and complementarities in the field. There are exceptions, from different points of view: Kee ...
FACING FACELESS FACES
... writing, can change the sequence of the message, and has the text to him or herself until it is handed over to reading (cf. Bundsgaard, 2005) These characteristics do, only to a very limited extent, characterize speech. Writing is most often used when the communicating persons are not in the same ro ...
... writing, can change the sequence of the message, and has the text to him or herself until it is handed over to reading (cf. Bundsgaard, 2005) These characteristics do, only to a very limited extent, characterize speech. Writing is most often used when the communicating persons are not in the same ro ...
Module: Communication
... This module has been designed to introduce SCIP groups to the value of communication. Through this module, group members get to practice and reflect (with the guidance of their facilitators), on the different parts of communication (i.e. sender, message, receiver, context) as well as different commu ...
... This module has been designed to introduce SCIP groups to the value of communication. Through this module, group members get to practice and reflect (with the guidance of their facilitators), on the different parts of communication (i.e. sender, message, receiver, context) as well as different commu ...
Practice Theory - WesScholar
... interpretation is governed by a general sense of what would bring it to fulfillment or completion. Without some prior practical grasp of these considerations, nothing one does with a hammer could amount to hammering with it (indeed, there could be no hammers without such understanding of hammering). ...
... interpretation is governed by a general sense of what would bring it to fulfillment or completion. Without some prior practical grasp of these considerations, nothing one does with a hammer could amount to hammering with it (indeed, there could be no hammers without such understanding of hammering). ...
practice theory
... interpretation is governed by a general sense of what would bring it to fulfillment or completion. Without some prior practical grasp of these considerations, nothing one does with a hammer could amount to hammering with it (indeed, there could be no hammers without such understanding of hammering). ...
... interpretation is governed by a general sense of what would bring it to fulfillment or completion. Without some prior practical grasp of these considerations, nothing one does with a hammer could amount to hammering with it (indeed, there could be no hammers without such understanding of hammering). ...
The Discourses of OERs: how flat is this world?
... and social relations are enacted. Unlike other types of discourse analysis, the type of CDA I draw upon does not focus on counting the frequency of words in a text, but rather on an understanding of how the often-unconscious use of language in a domain of practice (e.g. word choices) is constitutive ...
... and social relations are enacted. Unlike other types of discourse analysis, the type of CDA I draw upon does not focus on counting the frequency of words in a text, but rather on an understanding of how the often-unconscious use of language in a domain of practice (e.g. word choices) is constitutive ...
Lawson Boyask and Waite construction of difference CJE
... frames (Molloy & Vasil, 2002). It is defined and maintained through notions of normalcy and, in turn, normalcy is constructed and sustained in relation to this difference, so normalising practices tend to perpetuate. Official statistics and policy texts embody such beliefs and structures, laying ou ...
... frames (Molloy & Vasil, 2002). It is defined and maintained through notions of normalcy and, in turn, normalcy is constructed and sustained in relation to this difference, so normalising practices tend to perpetuate. Official statistics and policy texts embody such beliefs and structures, laying ou ...
Curriculum
... 3. An academic framework for teaching that reflects the underlining conceptual framework of academic and professional clinical psychology, rather than one based primarily on specialty, and combines generic and specific teaching. 4. A wide range of approaches to teaching and learning, including didac ...
... 3. An academic framework for teaching that reflects the underlining conceptual framework of academic and professional clinical psychology, rather than one based primarily on specialty, and combines generic and specific teaching. 4. A wide range of approaches to teaching and learning, including didac ...
Aalborg Universitet Practices, The Built Environment and Sustainability
... policy ideas about the distance that might ‘typically’ be commuted on a bike (5 miles) creates the frame in which decisions about the scope and design of interventions are made.2 We acknowledge that the consequences of policy are always unpredictable, but it is hard to believe that interventions des ...
... policy ideas about the distance that might ‘typically’ be commuted on a bike (5 miles) creates the frame in which decisions about the scope and design of interventions are made.2 We acknowledge that the consequences of policy are always unpredictable, but it is hard to believe that interventions des ...
Represent! Using Visuals to Support Literacy
... Providing print access to all learners supports Universal Design for Learning principles: •“Multiple means of representation, to give learners various ways of acquiring information and knowledge, •Multiple means of expression, to provide learners alternatives for demonstrating what they know, and •M ...
... Providing print access to all learners supports Universal Design for Learning principles: •“Multiple means of representation, to give learners various ways of acquiring information and knowledge, •Multiple means of expression, to provide learners alternatives for demonstrating what they know, and •M ...
A CRITIQUE OF THE CONTRIBUTION OF CONSTRUCTIVIST
... innovative and helps them to succeed in school and in life (Critical Thinking Co, 2011).Critical thinking skills give learners ability to not only understand what they have read or been shown but to also build upon that knowledge without further guidance. It teaches learners that knowledge is fluid ...
... innovative and helps them to succeed in school and in life (Critical Thinking Co, 2011).Critical thinking skills give learners ability to not only understand what they have read or been shown but to also build upon that knowledge without further guidance. It teaches learners that knowledge is fluid ...
Represent! Using Visuals to Support Literacy
... Providing print access to all learners supports Universal Design for Learning principles: •“Multiple means of representation, to give learners various ways of acquiring information and knowledge, •Multiple means of expression, to provide learners alternatives for demonstrating what they know, and •M ...
... Providing print access to all learners supports Universal Design for Learning principles: •“Multiple means of representation, to give learners various ways of acquiring information and knowledge, •Multiple means of expression, to provide learners alternatives for demonstrating what they know, and •M ...
word format
... The power relation between the academic sector and the practice sector, as far as research is concerned, has been taken for granted. It is extremely important to deliberate how the element of practice is to be added into the conference, if it is meant to be an effective platform for not just talking ...
... The power relation between the academic sector and the practice sector, as far as research is concerned, has been taken for granted. It is extremely important to deliberate how the element of practice is to be added into the conference, if it is meant to be an effective platform for not just talking ...
Experiments in Context and Contexting
... above quote from Bruno Latour articulates what was developed as a common spirit and approach within actor-network theory and its later versions: nothing can be ‘‘beyond.’’ No one can be reduced to something or someone else. There is a richness in the world that is already there for us to read and tr ...
... above quote from Bruno Latour articulates what was developed as a common spirit and approach within actor-network theory and its later versions: nothing can be ‘‘beyond.’’ No one can be reduced to something or someone else. There is a richness in the world that is already there for us to read and tr ...
1/11 - Designs for Learning
... design is then the form used for the contextualisation and realisation of different discourses, and how these are made to function in a given communicative interaction (Kress & van Leeuwen, 2001). The mentioned pantomimic discourse implies a design that focuses on practical illustrations of how mus ...
... design is then the form used for the contextualisation and realisation of different discourses, and how these are made to function in a given communicative interaction (Kress & van Leeuwen, 2001). The mentioned pantomimic discourse implies a design that focuses on practical illustrations of how mus ...
Placing power in practice theory Matt Watson
... understood as an effect of performances of practices, not as something external to them. Power only has reality in so far as it is effected, and made manifest, in moments of human action and doing. This position has pleasing ontological consistency, but seems unlikely to enable practice theory to mo ...
... understood as an effect of performances of practices, not as something external to them. Power only has reality in so far as it is effected, and made manifest, in moments of human action and doing. This position has pleasing ontological consistency, but seems unlikely to enable practice theory to mo ...