Information Technology Reference
In-Depth Information
we take into account curriculum, assessment, time, energy, space and safety con-
straints when designing methods and environments.” Within the Chapter 14 design
factors related to the ideas of “classroom orchestration and learning ecosystems” are
illustrated.
In Chapter 27, Jingyan Lu, Ming Lai, and Nancy Law discuses the challenges
and opportunities when building Knowledge Building in Society 2.0. They argue
that “designing and developing learning environments to support effective knowl-
edge building calls for a thorough understanding of its social, communicative, and
cognitive dimensions.” They demonstrate howWeb 2.0 can support the social, com-
municative, and cognitive dimensions of knowledge building by pointing out how
online learners use technologies such as wiki, blog, social bookmarking, social net-
working, and tagging. Web 2.0 technologies not only address the educational needs
of learners, but their social and psychological needs as well because communities of
practice are affectively, cognitively, and socially structured. This chapter addresses
the problems we are facing in building knowledge and how emerging Web 2.0
technologies help to support our understanding of the new sciences of learning.
Chapter 28 discusses the ideas of diversity ways of knowing in teaching and
learning environments and its impact improving school achievement. Moreover,
the chapter also looks at the growing body of work that evolves conceptions and
methodologies for studying cultural processes in the learning environments in which
children live. Hence, the research in this chapter revolves around developing a
research partnership among the American Indian Center of Chicago, Northwestern
University, and the Menominee tribe of Wisconsin. To be more specific, the chapter
looks at the methodological and conceptual issues associated with these ideas. The
long-term plan of the study is to improve science learning and school achievement
for Native-American children. The short-term plan is to explore the possibilities
that new configurations and approaches to research can expand diversity. The chap-
ter looks at the collaboration issues, problems within the design of research studies,
implementation of studies, and data collection and analysis. The chapter concludes
by outlining the benefits to community and university partners.
Conclusion
Educators and research centers around the world are working to better understand
the new kind of learning, the place of computers, cognition, and collaboration and
redefining the role of teaching in enriched, engaged, and robust educational set-
tings. The common goal is to foster deep learning and maximize the potential of
next generation students in constructing knowledge, understanding, supporting, and
advancing skills in their chosen fields. The chapters in this topic critically examine
the scientific understanding of future learning and present thought-provoking ideas,
innovative approaches, systemic explorations, exemplary and promising efforts, and
future-oriented scenarios in framing the new science of learning. To consolidate the
theoretical perspectives and advances in applications, researchers have shared their
