In the wake of the 1997 Asian financial crisis, various reform initiatives, policies and programmes have been carried out in different countries within the Asia-Pacific region. All these reform efforts aim to restructure different aspects of schooling in order to promote learning and to prepare students for future challenges in globalised economies. These measures to a certain extent challenge traditional practices, established arrangements and deep-seated assumptions related to different aspects of learning. The authors in this book discuss educational reforms in different countries in the Asia-Pacific region in light of student learning, clarify their concepts, evaluate implementation and impact on the learning processes, with a hope that we can learn better from each other and develop a better understanding of ´´contemporary´´ learning and teaching processes within the region. The central argument running through different chapters in this book highlights the importance of understanding reforms and learning within their historical, political and sociocultural contexts.Reforming learning involves changes in established cultural practices in our schools, classrooms, and other learning sites, and therefore inevitably arouses tensions and negotiations. The discussion in this book puts to the fore the disputable nature of reforming learning and the significance of contextualising the complex relationship between reforms and learning.
Environmental education and education for sustainable development have become features of many countries formal education systems. To date, however, there have been few attempts to explore what such learning looks and feels like from the perspective of the learners. Based on in-depth empirical studies in school and university classrooms, this book presents rich insights into the complexities and dynamics of students environmental learning. The authors show how careful analysis of students environmental learning experiences can provide powerful pointers for future practice, policy and research. Environmental Learning will be a key resource for educators, teacher educators, decision-makers and researchers involved in education and sustainable development.
In this book Rolf Arnold combines three trends of long years of research activity: innovative teaching methods based on the principles of self-determination and self-control of the learner, the concept of ´´pedagogic leadership´´ and finally the approach of ´´emotional competence´´. These three pillars form the fundamental basis for ´´Assisted Learning´´ as a future-oriented concept of adult education that places the learner at the centre point. ´´Assisted Learning´´ (enabling didactics) characterizes a teaching-learning process, which shifts the angle of vision away from teaching to learning. In class, as in other learning situations there is no direct and causal production of learning. Learning takes place exclusively through independent acquisition of the learner. As a result what is taught is not what is learnt.
Research on collaborative learning is currently a very popular topic in education, psychology and computer science. In recent years, educational research has attempted to determine under what circumstances collaborative learning is more effective than learning alone, and more recently, numerous studies have focused on computer-mediated collaborative learning. In psychology, interest in collaborative learning is related to the emergence of new theories such as ´shared cognition´ and ´distributed cognition´. These theories move away from the view traditionally held in cognitive science according to which human cognition is bound inside individual heads. The word ´collaboration´ is also used very frequently in computer science to describe the interactions among artificial agents. The term has often been used rather loosely in the different research communities: this book is a contribution towards refining and operationalizing the concept.