Along the continuum: from print to simulated experience

Albion, Peter (2005) Along the continuum: from print to simulated experience. In: Enhancing learning and teaching: pedagogy, technology and language. Post Pressed, Flaxton, Australia, pp. 119-131. ISBN 1-876682-85-X

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Abstract

New ways of working with knowledge in education and industry require new approaches to teaching and learning that focus on building and applying knowledge rather than transmitting and storing it. Teacher quality is a key influence on student achievement and appears to be enhanced when teachers engage professionally with their peers. Graduate programs for teacher development need to encourage engagement in collaborative knowledge building. Collaborative approaches to working with authentic activities can be better supported by online education than by print-based distance education. Examples of different models of online education - print plus, substantive conversation, performance coaching, virtual seminar, online conference and simulation - are discussed.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Reproduced in accordance with the copyright policy of the publisher. Author retains copyright. 3 print copies held in USQ Library at call no. 371.102 Enh.
Depositing User: epEditor USQ
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 00:25
Last Modified: 02 Jul 2013 22:33
Uncontrolled Keywords: teacher development; educational models; online education
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
URI: http://eprints.usq.edu.au/id/eprint/596

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