¿Assisted Learning¿ (Ermöglichungsdidaktik) charakterisiert einen Lehr-Lernprozesses, der den Blickwinkel weg vom Lehren hin zum Lernen verlagert. Im Unterricht wie in anderen Lernsituationen gibt es keine direkte und kausale Erzeugung von Lernen. Lernen erfolgt ausschließlich durch eigenständige Aneignung des Lernenden. Es wird folglich nicht das gelernt, was gelehrt wird. "Assisted Learning" 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.…mehr
¿Assisted Learning¿ (Ermöglichungsdidaktik) charakterisiert einen Lehr-Lernprozesses, der den Blickwinkel weg vom Lehren hin zum Lernen verlagert. Im Unterricht wie in anderen Lernsituationen gibt es keine direkte und kausale Erzeugung von Lernen. Lernen erfolgt ausschließlich durch eigenständige Aneignung des Lernenden. Es wird folglich nicht das gelernt, was gelehrt wird. "Assisted Learning" 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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Prof. Dr. Rolf Arnold ist seit 1990 Inhaber des Lehrstuhls für Pädagogik, insbesondere Berufs- und Erwachsenenpädagogik, an der TU Kaiserslautern * ab 1992 Aufbau und Leitung des Zentrums für Fernstudien und Universitäre Weiterbildung an der TU Kaiserslautern, seit 2007 Wissenschaftlicher Direktor und Aufsichtsratsvorsitzender des Distance and International Studies Center (DISC) * Mitglied im Innovationskreis Weiterbildung des BMBF * Verwaltungsratsvorsitzender des Deutschen Instituts für Erwachsenenbildung (DIE) in Bonn sowie * Vorsitzender des Wissenschaftlichen Beirats des Instituts für Fortbildung und Beratung (IFB) in Speyer und * seit 1990 Mitglied des Landesbeirats für Weiterbildung Rheinland-Pfalz. Prof. Dr. Rolf Arnold, born in 1952, obtained his PhD at the University of Heidelberg, worked thereafter in an International Adult Education Centre, obtained his postdoctoral qualification at the Distance University of Hagen, Germany in 1987 and has been working since 1990 at the Department of Pedagogics (in the fields of Vocational and Adult Education) at the Technical University of Kaiserslautern. He is also Scientific Director and Chairman of the Board for the Distance and International Studies Centre (DISC) as well as the Speaker of the Virtual Campus Rhineland-Palatinate (VCRP).
Inhaltsangabe
Contents List of Figures List of Tables About the Author 1 Preface 2 The Effects of Education Are Uncertain, but Some Shaping Is Certainly Possible 2.1 The Dual Uncertainty of Education Effect 2.2 Education As a Moral Communication 3 Learning and Learning Theories 3.1 Learning Concepts 3.2 Overview of Learning Theories 3.3 New Learning Requirements and Learning Methods 4 Learning Guidance and Leadership in Assisted Learning 4.1 Guidance and Counseling 4.2 Leadership 5 Assisted Learning 5.1 From Teaching Culture to Learning Culture 5.2 At the Core: Method 5.3 Rethinking Learning and Education 5.4 E-Learning 5.5 Guided Self-study 5.6 Assisted Learning As a New Approach 6 The Basis: Pedagogic Leadership As Subsidiary Leadership 6.1 Leadership: Empowerment to Self-Leadership 6.2 Self-reflection, Role Distance and Functional Change of Managers 6.3 Trust: The Emotional Glue of Social Interaction 6.4 Nurturing Stance: Looking for Potential in the Work Force 7 The Systemics of Emotions 7.1 We Are "Lensing" - All the Time! 7.2 Certainty Is What One Feels! 7.3 The Primacy of Emotion 8 Emotional competence as core competence of school leadership 8.1 The "Yes, but." Syndrome 8.2 Leadership As the Management of Primary Constructions - Our Own and Those of Others 8.3 Leadership and Followership in Daily School Life - From a Theory of Emotion Perspective Bibliography
Contents List of Figures List of Tables About the Author 1 Preface 2 The Effects of Education Are Uncertain, but Some Shaping Is Certainly Possible 2.1 The Dual Uncertainty of Education Effect 2.2 Education As a Moral Communication 3 Learning and Learning Theories 3.1 Learning Concepts 3.2 Overview of Learning Theories 3.3 New Learning Requirements and Learning Methods 4 Learning Guidance and Leadership in Assisted Learning 4.1 Guidance and Counseling 4.2 Leadership 5 Assisted Learning 5.1 From Teaching Culture to Learning Culture 5.2 At the Core: Method 5.3 Rethinking Learning and Education 5.4 E-Learning 5.5 Guided Self-study 5.6 Assisted Learning As a New Approach 6 The Basis: Pedagogic Leadership As Subsidiary Leadership 6.1 Leadership: Empowerment to Self-Leadership 6.2 Self-reflection, Role Distance and Functional Change of Managers 6.3 Trust: The Emotional Glue of Social Interaction 6.4 Nurturing Stance: Looking for Potential in the Work Force 7 The Systemics of Emotions 7.1 We Are "Lensing" - All the Time! 7.2 Certainty Is What One Feels! 7.3 The Primacy of Emotion 8 Emotional competence as core competence of school leadership 8.1 The "Yes, but." Syndrome 8.2 Leadership As the Management of Primary Constructions - Our Own and Those of Others 8.3 Leadership and Followership in Daily School Life - From a Theory of Emotion Perspective Bibliography
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