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Searching for:- Author=Rosemary Luckin
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Designing Children’s Software to Ensure Productive Interactivity through Collaboration in the Zone of Proximal Development (ZPD)
Information Technology in Childhood Education Annual (ITCE) 2001:1 , 2001
Information Technology in Childhood Education Annual (ITCE) 2001:1 , 2001
In this article the Zone of Proximal Development (ZPD) is considered as the foundation for a software design frame-work. The issues of interactivity and collaboration are the fo-cus of our interpretation of Vygotsky's work for application to the...
Subverting the System? The Need to Understand and Model Disobedience, Autonomy and Strategic Decision Making in Higher Education Students
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005:1 , October 2005
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005:1 , October 2005
Supporting student learning with technology in Higher Education requires a sophisticated learner model. This paper outlines research in progress on students who apparently 'subvert the system' through plagiarism. The issue of ownership of resources...
How do we know if e-learning is effective?
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006:1 , October 2006
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006:1 , October 2006
Amidst all the enthusiasm and claims about technology transforming the way we teach and learn, is there also a body of evidence to support the premise that e-learning helps people learn: is it effective? A team at the University of Sussex has...
Understanding Learning Contexts as Ecologies of Resources: From the Zone of Proximal Development to Learner Generated Contexts
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006:1 , October 2006
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006:1 , October 2006
The question at the heart of this paper is: how can we define educational contexts to help us identify the ways in which we might use technology to help learners (and teachers, peers and parents) to adapt the resources available to them to best...
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