By David Hung, Visit Amazon's Kenneth Y. T. Lim Page, search results, Learn about Author Central, Kenneth Y. T. Lim, , Shu-Shing Lee

This quantity introduces the idea that of ‘adaptivity’ as taking place whilst, say, participants pass limitations. via illustrations from either formal and casual studying, the e-book seeks to supply studying designs and frameworks for adaptivity. This ebook is exclusive because it ties jointly: a) social-individual dialectics; and b) adaptive studying because it pertains to creativity and mind's eye. It highlights case experiences from social / new media contexts, institution studying milieux, and formal and casual events. It ways adaptive studying from the views of scholars, academics, university leaders, and members in social media and different digitally mediated environments. The ebook is a worthwhile source for practitioners and teachers who're drawn to adaptivity as a studying disposition.

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Adaptivity can be seen as the degree of successful boundary crossing and suggests the need for experts who are able to transfer their knowledge and skills from one context to another. This is particularly important where there are multiple contexts. Some authors have examined communication adaptivity (Chamberlin-Quinlisk, 2010; Duran, 1992). Duran identified six dimensions of communication adaptivity: social experience, social composure, social confirmation, appropriate disclosure, articulation, and wit.

Chee, Y. , & Lim, K. Y. T. (2008). Development, identity and game-based learning citizenship education for the 21st century. In R. ), Handbook of research on effective electronic gaming in education. Gainesville, FL: University of Florida. Chin, D. , Dohmen, I. , Cheng, B. , Oppezzo, M. , Chase, C. , & Schwartz, D. L. (2010). Preparing students for future learning with teachable agents. Educational Technology Research and Development, 58(6), 649–669. Corneliussen, H. , & Rettberg, J. W. ). (2008).

National statistics show that there are more and more disengaged students who do not find school meaningful and relevant to their lives (Finnish National Board of Education, 2011). , 2011). At the same time, social, economic, and technological developments have increased inequalities in students’ social and cultural capital (Andersen & Hansen, 2011). The Nordic school model based on equality and inclusion is being increasingly challenged (Telhaug, Mediås, & Aasen, 2006). In order to minimise practices of exclusion and disengagement, and to promote every learner to develop their strengths and potential, it is argued that formal education needs to better adapt to acknowledging experiences and forms of agency that learners bring to school from out-of-school contexts, such as, from their homes, after-school clubs, museums, libraries and science centers (Hubbard, Mehan, & Stein, 2006; Kumpulainen & Lipponen, 2010; Resnick, 1987).

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