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  • 1
    Online Resource
    Online Resource
    O Naravi Učenja. Uporaba Raziskav Za Navdih Prakse (2013)
    Ljubljana : National Education Institute Slovenia
    Details
    UID:
    b3kat_BV041951297
    Format: 1 Online-Ressource (303 p.)
    ISBN: 9789610300731
    Note: Weitere Ausgabe: Comment apprend-on ? : La recherche au service de la pratique , Weitere Ausgabe: Istota uczenia się. Wykorzystanie wyników badań w praktyce , Weitere Ausgabe: The Nature of Learning: Using Research to Inspire Practice
    Language: Slovenian
    Keywords: Lernen ; Aufsatzsammlung ; Aufsatzsammlung
    DOI: 10.1787/9789610300731-sl
    URL: Volltext
    URL: Volltext
    URL: Volltext
    URL: lizenzpflichtig
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  • 2
    Online Resource
    Online Resource
    Istota uczenia się. Wykorzystanie wyników badań w praktyce (2013)
    Warszawa : Wolters Kluwer Polska Sp. z o.o., Poland
    Details
    UID:
    b3kat_BV041951298
    Format: 1 Online-Ressource
    ISBN: 9789264201606
    Note: Weitere Ausgabe: Comment apprend-on ? : La recherche au service de la pratique , Weitere Ausgabe: O Naravi Učenja. Uporaba Raziskav Za Navdih Prakse , Weitere Ausgabe: The Nature of Learning: Using Research to Inspire Practice
    Language: Polish
    DOI: 10.1787/9789264201606-pl
    URL: Volltext
    URL: Volltext
    URL: Volltext
    URL: lizenzpflichtig
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  • 3
    Online Resource
    Online Resource
    Comment apprend-on ? : La recherche au service de la pratique (2010)
    Paris : OECD Publishing
    Details
    UID:
    gbv_1650979894
    Format: Online-Ressource (360 p.)
    ISBN: 9789264086944
    Series Statement: La recherche et l'innovation dans l'enseignement
    Content: Que savons-nous de la façon dont nous apprenons ? Quelle influence les motivations et les émotions des jeunes ont-elles sur leurs apprentissages ? Dans quelles circonstances le travail en groupe, l’évaluation formative ou les pédagogies par projet donnent-ils les meilleurs résultats ? Qu’en est-il de l’apprentissage à l’aide des technologies ou au sein de la famille ? Voilà quelques-unes des questions abordées pour l’OCDE par des chercheurs de premier plan d’Amérique du Nord et d’Europe, parmi lesquels Brigid Barron, Monique Boekaerts, Erik De Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern et Dylan Wiliam. Réunissant les éclairages apportés par la recherche sur la nature de l’apprentissage et sur diverses applications éducatives, cet ouvrage en dégage sept principes fondamentaux. C’est une lecture incontournable pour tous ceux qui s’intéressent à ce que la recherche a à dire sur l’optimisation des apprentissages en classe, à l’école et ailleurs. Visant avant tout à inspirer les pratiques et les réformes éducatives, il intéressera tout particulièrement les enseignants, les chefs d’établissement, les formateurs d’enseignants, les conseillers et décideurs ainsi que la communauté des chercheurs en sciences de l’éducation.
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9789264086937
    Additional Edition: Parallelausg. The Nature of Learning; Using Research to Inspire Practice
    Language: French
    DOI: 10.1787/9789264086944-fr
    URL: Volltext
    URL: lizenzpflichtig
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  • 4
    Online Resource
    Online Resource
    OECD Work on Future Educational Environments (2008)
    Paris : OECD Publishing
    Details
    UID:
    gbv_730032671
    Format: 11 p. , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building no.2008/11
    Content: Designing school buildings to respond to change is not a new idea. But perhaps what is different today is the kind and degree of change which we have to anticipate. The OECD is carrying out projects that can help in the planning and design of future educational facilities – exploring trends in education and studying innovative learning environments. Education planners have long grappled with the type of change connected with demography, for example changing local patterns in the number of school places needed over a period of time. But new challenges lie in the complexity and uncertainty which are characteristic of the 21st century world. The findings of the OECD’s project “Schooling for Tomorrow: Trends Shaping Education” show some sources of this uncertainty, including falling birth rates, increasing economic globalisation and growing numbers of single parent families. Such issues suggest that policy makers and education providers alike need to address questions about what education is and how it should be delivered. Another OECD project, a study of innovative learning environments, is looking at how schools can respond to changes in the type of teaching and learning that make individuals lifelong learners. Developing individuals as self-directed learners, who are able to acquire expert knowledge in different fields and to change careers, benefits the economy and society generally. Research into learning shows both the importance of allowing students to take control of their own learning and that learning must be a social, cultural, intrapersonal and an active process. Research also demonstrates that an understanding of complex subjects can be best achieved in settings where the learner is engaged with others in the community, in activities where knowledge is being applied. The learning environments that support this must be fundamentally different from what has gone before, with less emphasis on teachers addressing a group of students in a traditional classroom setting. However, just how the physical environment must respond is a complicated issue. To meet the needs of 21st century learning, the physical environment will have to be agile so that it is capable of providing a mixed range of learning settings from large group spaces to smaller, more individual tutorial type spaces. However, the interaction between a building’s users and the physical infrastructure is complex. The physical environment is always a constraint, but a key question might be to what extent does it offer the teachers the freedom and empowerment to do with it what they want. The different learning settings may be facilitated by clever use of furniture which can be easily rearranged in a variety of ways thus providing a range of spaces within spaces. These are all issues that future work of the Programme on Educational Building will explore further, building on the current OECD work on innovative learning environments.
    Additional Edition: Parallelausg. Les environnements éducatifs de demain au coeur des travaux de l'OCDE
    Language: English
    DOI: 10.1787/235174702321
    URL: Volltext
    URL: lizenzpflichtig
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  • 5
    Online Resource
    Online Resource
    Understanding innovative pedagogies : Key themes to analyse new approaches to teaching and learning (2018)
    Paris : OECD Publishing
    Details
    UID:
    b3kat_BV047937071
    Format: 1 Online-Ressource (134 Seiten)
    Series Statement: OECD Education Working Papers
    Content: Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson's first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont's section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on "new learners" and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system
    Language: English
    DOI: 10.1787/9f843a6e-en
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 6
    E-Resource
    E-Resource
    Les environnements éducatifs de demain au coeur des travaux de l'OCDE (2008)
    Paris :OECD Publishing,
    Details
    UID:
    almafu_9958121722802883
    Format: 1 online resource (10 p. )
    Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation, no.2008/11
    Content: L’idée de concevoir des bâtiments scolaires en réponse au changement ne date pas d’hier. Toutefois, la situation actuelle diffère peut-être en raison de la nature et de l’ampleur des évolutions que nous devons désormais anticiper. L’OCDE a lancé une série de projets à même de faciliter la planification et la conception des infrastructures éducatives de demain. Ces projets visent en effet à étudier d’une part les changements qui agitent le secteur de l’éducation, et d’autre part les environnements d’apprentissage innovants. Les acteurs en charge de la planification scolaire doivent depuis longtemps anticiper la nature des évolutions démographiques de demain, et prévoir par exemple, dans telle ou telle zone géographique, d’augmenter ou de réduire la capacité d’accueil en milieu scolaire au vu des tendances démographiques locales. Désormais, la difficulté réside, pour eux, dans la complexité et l’incertitude qui caractérisent le monde du XXIe siècle. Les résultats du projet de l’OCDE baptisé « L’école de demain : les grandes mutations qui transforment l’éducation » recensent notamment, parmi les facteurs à l’origine de cette incertitude, la baisse des taux de fécondité, la mondialisation rapide de l’économie et la hausse du nombre de familles monoparentales. Face à ces différents phénomènes, responsables politiques et établissements d’enseignement n’ont d’autre choix que de répondre à deux questions essentielles : en quoi consiste l’éducation ? Quelle forme doit-elle revêtir ? Un autre projet de l’OCDE, axé sur l’étude des environnements d’apprentissage innovants, vise quant à lui à déterminer les moyens dont disposent les établissements scolaires pour proposer les expériences d’enseignement et d’apprentissage sans lesquelles nul ne peut prétendre à « apprendre tout au long de la vie ». Les économies et les sociétés ont toutes intérêt à faire de chaque élève un apprenant autonome, capable d’acquérir des connaissances spécialisées dans différents domaines, donc de se reconvertir si nécessaire. La recherche sur l’apprentissage met en évidence deux éléments centraux : il est essentiel de laisser les élèves « s’approprier » l’apprentissage, celui-ci étant par ailleurs un processus à la fois social, culturel, intra personnel et actif. Les travaux de recherche menés sur cette question montrent également que les élèves ont moins de mal à comprendre des matières complexes dans les environnements qui leur permettent de prendre part, avec d’autres membres de la communauté, à des activités faisant appel aux connaissances. Pour se prêter à ce genre d’interactions, les environnements d’apprentissage doivent être radicalement différents de ceux que l’on a conçus jusqu’à présent, et notamment mettre moins l’accent sur les cours « magistraux » dispensés dans les salles de classe traditionnelles.
    Language: French
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  • 7
    Book
    Book
    The Nature of Learning – Die Natur des Lernens : Forschungsergebnisse für die Praxis (2015)
    Weinheim ; Basel :Beltz,
    Details
    UID:
    almahu_BV042633038
    Format: 317 Seiten : , Illustrationen, Diagramme.
    ISBN: 978-3-407-25693-5
    Series Statement: Pädagogik
    Uniform Title: The Nature of Learning
    Note: Der Anfangsbeitrag ist nicht Teil der Originalausgabe
    Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-3-407-29263-6
    Language: German
    Subjects: Education , Psychology
    RVK:
    CP 5000
    RVK:
    CP 5100
    RVK:
    CX 3000
    RVK:
    DF 6000
    Keywords: Lernen ; Aufsatzsammlung ; Aufsatzsammlung
    URL: Inhaltstext
    URL: Inhaltsverzeichnis
    URL: Klappentext
    URL: Inhaltstext
    URL: Inhaltsverzeichnis
    URL: Klappentext
    Author information: Emmert, Anne 1964-2024
    Author information: Benavides, Francisco
    Author information: Istance, David 1953-
    Author information: Junek, Teresa
    Author information: Schäfer, Ursel
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    Book
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  • 8
    Online Resource
    Online Resource
    OECD Work on Future Educational Environments (2008)
    Paris : OECD Publishing
    Details
    UID:
    b3kat_BV047931565
    Format: 1 Online-Ressource (10 Seiten) , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building
    Content: Designing school buildings to respond to change is not a new idea. But perhaps what is different today is the kind and degree of change which we have to anticipate. The OECD is carrying out projects that can help in the planning and design of future educational facilities - exploring trends in education and studying innovative learning environments. Education planners have long grappled with the type of change connected with demography, for example changing local patterns in the number of school places needed over a period of time. But new challenges lie in the complexity and uncertainty which are characteristic of the 21st century world. The findings of the OECD's project "Schooling for Tomorrow: Trends Shaping Education" show some sources of this uncertainty, including falling birth rates, increasing economic globalisation and growing numbers of single parent families.
    Content: Such issues suggest that policy makers and education providers alike need to address questions about what education is and how it should be delivered. Another OECD project, a study of innovative learning environments, is looking at how schools can respond to changes in the type of teaching and learning that make individuals lifelong learners. Developing individuals as self-directed learners, who are able to acquire expert knowledge in different fields and to change careers, benefits the economy and society generally. Research into learning shows both the importance of allowing students to take control of their own learning and that learning must be a social, cultural, intrapersonal and an active process. Research also demonstrates that an understanding of complex subjects can be best achieved in settings where the learner is engaged with others in the community, in activities where knowledge is being applied.
    Content: The learning environments that support this must be fundamentally different from what has gone before, with less emphasis on teachers addressing a group of students in a traditional classroom setting. However, just how the physical environment must respond is a complicated issue. To meet the needs of 21st century learning, the physical environment will have to be agile so that it is capable of providing a mixed range of learning settings from large group spaces to smaller, more individual tutorial type spaces. However, the interaction between a building's users and the physical infrastructure is complex. The physical environment is always a constraint, but a key question might be to what extent does it offer the teachers the freedom and empowerment to do with it what they want. The different learning settings may be facilitated by clever use of furniture which can be easily rearranged in a variety of ways thus providing a range of spaces within spaces.
    Language: English
    DOI: 10.1787/235174702321
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 9
    Online Resource
    Online Resource
    Les environnements éducatifs de demain au coeur des travaux de l'OCDE (2008)
    Paris : OECD Publishing
    Details
    UID:
    b3kat_BV047933754
    Format: 1 Online-Ressource (10 Seiten) , 21 x 29.7cm
    Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation
    Content: L'idée de concevoir des bâtiments scolaires en réponse au changement ne date pas d'hier. Toutefois, la situation actuelle diffère peut-être en raison de la nature et de l'ampleur des évolutions que nous devons désormais anticiper. L'OCDE a lancé une série de projets à même de faciliter la planification et la conception des infrastructures éducatives de demain. Ces projets visent en effet à étudier d'une part les changements qui agitent le secteur de l'éducation, et d'autre part les environnements d'apprentissage innovants. Les acteurs en charge de la planification scolaire doivent depuis longtemps anticiper la nature des évolutions démographiques de demain, et prévoir par exemple, dans telle ou telle zone géographique, d'augmenter ou de réduire la capacité d'accueil en milieu scolaire au vu des tendances démographiques locales.
    Content: Désormais, la difficulté réside, pour eux, dans la complexité et l'incertitude qui caractérisent le monde du XXIe siècle. Les résultats du projet de l'OCDE baptisé « L'école de demain : les grandes mutations qui transforment l'éducation » recensent notamment, parmi les facteurs à l'origine de cette incertitude, la baisse des taux de fécondité, la mondialisation rapide de l'économie et la hausse du nombre de familles monoparentales.
    Content: Face à ces différents phénomènes, responsables politiques et établissements d'enseignement n'ont d'autre choix que de répondre à deux questions essentielles : en quoi consiste l'éducation ? Quelle forme doit-elle revêtir ? Un autre projet de l'OCDE, axé sur l'étude des environnements d'apprentissage innovants, vise quant à lui à déterminer les moyens dont disposent les établissements scolaires pour proposer les expériences d'enseignement et d'apprentissage sans lesquelles nul ne peut prétendre à « apprendre tout au long de la vie ». Les économies et les sociétés ont toutes intérêt à faire de chaque élève un apprenant autonome, capable d'acquérir des connaissances spécialisées dans différents domaines, donc de se reconvertir si nécessaire.
    Language: French
    DOI: 10.1787/235122640104
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 10
    Online Resource
    Online Resource
    Understanding innovative pedagogies : Key themes to analyse new approaches to teaching and learning (2018)
    Paris : OECD Publishing
    Details
    UID:
    gbv_1747696048
    Format: 1 Online-Ressource (134 p.)
    Series Statement: OECD Education Working Papers no.172
    Content: Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson’s first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont’s section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on “new learners” and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system.
    Language: English
    DOI: 10.1787/9f843a6e-en
    URL: lizenzpflichtig
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