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Self-Directed Learning for the 21st Century: Implications for Higher Education
This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.
Becoming a teacher
This book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the ‘elephant in the room’. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum… [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the ‘ga...
Self-directed learning research and its impact on educational practice
This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning.
Learning through assessment
This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field of self-directed learning, focusing on ongoing and envisaged assessment practices for self-directed learning through which learning within the 21st century can take place. This book acknowledges and emphasises the role of assessment as a pedagogical tool to foster self-directed learning during face-to-face and online learning situations. The way in ...
Self-directed Learning Research: An Imperative for Transforming the Educational Landscape
This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are st...
Metaliteracy: Reinventing Information Literacy to Empower Learners
Today’s learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In Metaliteracy, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in ...
Emerging Techniques and Applications for Blended Learning in K-20 Classrooms
Many learning options are possible in education, from traditional to blended/hybrid to fully online. Of the three delivery formats, the blended mode, which involves the fusion of online and traditional face-to-face instruction and learning activities, is considered to have the greatest potential to provide the best learning environment. As blended learning continues to evolve and expand, it is important that information regarding what constitutes the ideal combination of online and traditional pedagogical strategies in blended education and at all levels is illuminated and shared. Emerging Techniques and Applications for Blended Learning in K-20 Classrooms is an academic publication that foc...
Self-directed multimodal learning in higher education
This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and...
Self-Directed Learning and the Academic Evolution from Pedagogy to Andragogy
"This book fills the gap between theory-laden academic books designed to help academic faculty incorporate self-directed learning activities into their courses and the self-help books designed to help motivate individuals to learn new skills"--
Learning to Live in the Knowledge Society
ED-L2L, Learning to Live in the Knowledge Society, is one of the co-located conferences of the 20th World Computer Congress (WCC2008). The event is organized under the auspices of IFIP (International Federation for Information Processing) and is to be held in Milan from 7th to 10th September 2008. ED-L2L is devoted to themes related to ICT for education in the knowledge society. It provides an international forum for professionals from all continents to discuss research and practice in ICT and education. The event brings together educators, researchers, policy makers, curriculum designers, teacher educators, members of academia, teachers and content producers. ED-L2L is organised by the IFIP...
