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Zusatztext "...this comprehensive book is a testimony to video popularity in the USA and should be a recommended text in educational technology courses—it hasmuch to offer in terms of ideas and innovation." -- Sanjaya Mishra, British Journal of Technology , Vol 39 No 5 2008 Informationen zum Autor Roy Pea, Ricki Goldman, Brigid Barron, Sharon J. Derry Klappentext "Video Research in the Learning Sciences "is a comprehensive exploration of key theoretical! methodological! and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning! teaching! a Zusammenfassung A comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. This title is intended for researchers, university faculty, teacher educators, and graduate students in education. Inhaltsverzeichnis Contents: R. Goldman, R. Pea, B. Barron, S.J. Derry, Preface. Part I: Theoretical Frameworks. R. Goldman, Video Representations & the Perspectivity Framework: Epistemology, Ethnography, Evaluation, and Ethics. J. Lemke, Video Epistemology In-and-Outside the Box: Traversing Attentional Spaces. F.V. Tochon, From Video Cases to Video Pedagogy: A Framework for Video Feedback and Reflection in Pedagogical Research Praxis. M.T. Hayes, Overwhelmed by the Image: The Role of Aesthetics in Ethnographic Filmmaking. J. Tobin, Y. Hsueh, The Poetics and Politics of Video Ethnography of Education. R. Spiro, B.P. Collins, A. Ramchandran, Reflections on a Post-Gutenberg Epistemology for Video Use in Ill-Structured Domains: Fostering Complex Learning and Cognitive Flexibility. S. Goldman, R. McDermott, Staying the Course With Video Analysis. J. Green, A. Skukauskaite, C. Dixon, R. Córdova, Epistemological Issues in the Analysis of Video Records: Interactional Ethnography as a Logic of Inquiry. T. Koschmann, G. Stahl, A. Zemel, The Video Analyst’s Manifesto (or The Implications of Garfinkel’s Policies for Studying Instructional Practice in Design-Based Research). F. Erickson, Ways of Seeing Video: Toward a Phenomenology of Viewing Minimally Edited Footage. Part II: Video Research on Peer, Family, and Informal Learning. B. Barron, Video as a Tool to Advance Understanding of Learning and Development in Peer, Family, and Other Informal Learning Contexts. C. Angelillo, B. Rogoff, P. Chavajay, Examining Shared Endeavors by Abstracting Video Coding Schemes With Fidelity to Cases. D. Ash, Using Video Data to Capture Discontinuous Science Meaning Making in Non-School Settings. M. Callanan, A. Valle, M. Azmitia, Expanding Studies of Family Conversations About Science Through Video Analysis. R.A. Engle, F.R. Conant, J.G. Greeno, Progressive Refinement of Hypotheses in Video-Supported Research. C.E. Hmelo-Silver, E. Katic, A. Nagarajan, E. Chernobilsky, Soft Leaders, Hard Artifacts, and the Groups We Rarely See: Using Video to Understand Peer Learning Processes. S.D. Palmquist, K. Crowley, Studying Dinosaur Learning on an Island of Expertise. D. vom Lehn, C. Heath, Social Interaction in Museums and Galleries: A Note on Video-Based Field Studies. Part III: Video Research on Classroom and Teacher Learning. S.J. Derry, Video Research in Classroom and Teacher Learning (Standardize That!). K. Miller, Learning From Classroom Video: What Makes It Compelling and What Makes It Hard. D. Schwartz, K. Hartman, It's Not Video Anymore: Designing Digital Video for Learning and Assessment. M.W. Alibali, M.J. Nathan, Teachers' Gestures as a Means of Scaffolding Students’ Understanding: Evidence From ...
