Sökning: "authentic learning"
Visar resultat 11 - 15 av 70 avhandlingar innehållade orden authentic learning.
11. Educative assessment for/of teacher competency. A study of assessment and learning in the "Interactive examination" for student teachers
Sammanfattning : Syftet med den här avhandlingen är att studera några av de problem som är förknippade med implementering av så kallad autentisk bedömning i lärarutbildningen. I den första delen av avhandlingen undersöks, genom en litteraturöversikt, huruvida användningen av bedömningsmatriser kan fungera som ett stöd för ökad tillförlitlighet och trovärdighet vid bedömning av komplexa kompetenser, samtidigt som matriserna även stöttar studenternas lärande. LÄS MER
12. Brain-based teaching : behavioral and neuro-cognitive evidence for the power of test-enhanced learning
Sammanfattning : A primary goal of education is the acquisition of durable knowledge which challenges the use of efficient pedagogical methods of how to best facilitate learning. Research in cognitive psychology has demonstrated that repeated testing during the learning phase improves performance on later retention tests compared to restudy of material. LÄS MER
13. Design for e-training
Sammanfattning : This thesis is about designing technology that supports and enhances learning in and for the workplace. This is realized through an e-training system of web lectures. Designing e-training means designing for interaction in a user friendly way while accommodating for the pedagogical and instructional strategies that are inherent in learning systems. LÄS MER
14. From other to self. Learning as Interactional Change
Sammanfattning : The aim of this study is to empirically develop the understanding of learning as changing participation. The point of departure is that learning is interactionally and situationally constituted and made visible as changes in participation. LÄS MER
15. Formativ bedömning och självreglerat lärande : vad behöver vi för att få det att hända?
Sammanfattning : Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice. Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. LÄS MER
