By Antonio Dias Figueiredo
Coping with studying In digital Settings: The position of Context discusses the root for the improvement and administration of studying contexts, with contributions from many various domain names. It stresses the size of context in a global ruled through a spotlight at the measurement of content material whereas explaining the improvement of balanced, natural and winning studying environments and methods.
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Example text
1-109). Carbondale, IL: Southern Illinois University Press. Dewey, J. (1902). The child and the curriculum. In J. A. ), Middle Works of John Dewey (Vol. 2, pp. 271-291). Carbondale, IL: Southern Illinois University Press. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. C. Heath. , & Childs, J. (1933). The socio-economic situation and education. In W. ), The educational frontier. New York: Appleton-Century. Forman, E. , & Stone, C.
Whether a learner feels overwhelmed, bored, or stimulated by a learning task depends basically on prior knowledge and skills, specific and general. This is the traditional stance to determine type and amount of necessary support and guidance. In e-learning an appropriate level of ICT skills is of course of vital importance. But there are much more individual characteristics playing a role in shaping motivation: the learners’ attitudes toward learning in general, and the learning object in particular; their learning style and their value hierarchy; their personal interests, goals, and talents; and so forth.
Identification goes through stages of decentration (from egocentric to ethnocentric to world-centric and beyond) allowing for broader and deeper modes of experience. It seems as if there is no end to unlimiting the experiential context of human beings. While coping with experiences (designed for learning or not), a unique biography of individual learning and development is created, with cognitive, affective, and conative aspects coevolving closely intermingled. Through each qualitatively new developmental stage, self-management and worldview are expanded, and motivation is altered accordingly.
