000			05422cam a2200649Ki 4500
001			ocn871045933
003			OCoLC
005			20190328114807.0
006			m o d
007			cr cnu---unuuu
008			140226s2014 ne a ob 001 0 eng d
040			_aN$T _beng _erda _epn _cN$T _dIDEBK _dEBLCP _dMHW _dOPELS _dE7B _dUMI _dYDXCP _dCOO _dOCLCQ _dOCLCO _dOCLCF _dDEBBG _dOCLCQ _dDEBSZ _dVLB _dOCLCQ _dFEM _dVGM _dMERUC _dOCLCQ _dSAV _dBUF _dREB _dU3W _dOCLCA _dCEF _dOCLCQ _dOTZ _dGGVRL _dAU@ _dOCLCQ _dWYU _dTKN
019			_a870086787 _a871322043 _a877363350 _a878127576 _a968013815
020			_a9780128009918 _q(electronic bk.)
020			_a0128009918 _q(electronic bk.)
020			_a1306412609 _q(ebk)
020			_a9781306412605 _q(ebk)
020			_z9780128008478
020			_z0128008474
024	8		_a40023531711
035			_a(OCoLC)871045933 _z(OCoLC)870086787 _z(OCoLC)871322043 _z(OCoLC)877363350 _z(OCoLC)878127576 _z(OCoLC)968013815
041	1		_aeng _hpor
043			_as-bl--- _ae-uk---
050		4	_aLA556 _b.M68 2014eb
072		7	_aEDU _x042000 _2bisacsh
072		7	_aEDU _x036000 _2bisacsh
072		7	_aEDU _x024000 _2bisacsh
082	0	4	_a370.981 _223
100	1		_aMota, Ronaldo, _eauthor.
240	1	0	_aEducando para inova�c�ao e aprendizagem independente. _lEnglish
245	1	0	_aEducation for innovation and independent learning / _h[electronic resource] _cRonaldo Mota, David Scott.
264		1	_aAmsterdam : _bElsevier, _c2014.
300			_a1 online resource : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _2rda
504			_aIncludes bibliographical references and index.
520			_aOur principal concern in this book is to understand three important ideas: learning, technology and innovation, and to examine these ideas and the relationships between them in situ; that is, we examine a number of cases of learning technologies in action in two countries, England and Brazil. The purpose of our study is to provide an explanation of the means to, and constraints on, improvements to educational policies and practices, with particular reference to innovation. We have a plethora of theoretical models that in attempting to deal with causal relations usually come to the conclusion that there are socio-economic-cultural constraints, but these observations largely remain at an abstract level and/or come to very general conclusions that are not of particular help to practitioners in the field. These issues can only be properly addressed after examining the empirical reality and having a spectrum of cases to analyze. By combining the theoretical and the practical, our aim is to explain how and under what conditions new modes of learning can be put into practice successfully and sustainably, in order for the learner to develop innovatory skills and dispositions for work and in the life course.
505	0		_aFront Cover; Education for Innovation and Independent Learning; Copyright Page; Dedication; Contents; List of Figures; List of Tables; Acknowledgements; Foreword; 1 Introduction; 2 Educational Settings; 2.1 Internationalization; 2.2 Education in Brazil and England; 2.2.1 Brazil; 2.2.2 England and Wales; Notes; 3 Innovation; 3.1 The Concept of Innovation; 3.2 Innovation and Sustainability; 3.3 Knowledge-development; 3.4 Knowledge-development and Innovation; 3.5 Innovation Strategies in Brazil; 3.6 Innovation Strategies in England; Notes; 4 The Third Educational Revolution; 4.1 The School.
505	8		_a4.2 The Book4.3 Digital Technologies; Note; 5 Education and Innovation; 5.1 Curriculum Matters; 5.2 Teachers as Designers; 5.3 Massive Open Online Courses; 5.4 Teaching for Innovation; Notes; 6 Independent Learning: A Strategy for Innovation; 6.1 Learning Theories; 6.2 Learning Frameworks; 6.3 Learning Sets or Sequences; 6.4 Independent Learning; 6.5 Digital Teaching and Learning Approaches; 6.6 Learning Skills; Notes; 7 Case Studies in Brazil; 7.1 The Digital Educational Project in Pira�i-RJ; 7.2 C.E.S.A.R. and the 3Es: Engineering, Education and Entrepreneurship.
505	8		_a7.3 The Veduca Educational Experiment7.4 Start-up Neoprospecta; 7.5 The Lemann Center for Educational Entrepreneurship and Innovation; Notes; 8 Case Studies in England; 8.1 Teaching Shakespeare at Stratford-upon-Avon; 8.2 The Extended Project at Rugby; 8.3 Team Engineering at the Open University; 8.4 Word-based Learning at the Institute of Education; 8.5 Think, Play and do at Imperial College; Notes; 9 Conclusions; 9.1 Creativity and Innovation; 9.2 New Technologies and New Pedagogies; 9.3 Educational Reform Processes; Note; References; Index.
650		0	_aEducational technology.
650		0	_aEducation _zBrazil.
650		0	_aEducation _zGreat Britain.
650		7	_aEDUCATION _xEssays. _2bisacsh
650		7	_aEDUCATION _xOrganizations & Institutions. _2bisacsh
650		7	_aEDUCATION _xReference. _2bisacsh
650		7	_aEducation. _2fast _0(OCoLC)fst00902499
650		7	_aEducational technology. _2fast _0(OCoLC)fst00903623
651		7	_aBrazil. _2fast _0(OCoLC)fst01206830
651		7	_aGreat Britain. _2fast _0(OCoLC)fst01204623
655		4	_aElectronic books.
700	1		_aScott, David, _etranslator.
776	0	8	_iPrint version: _z9781306412605
856	4	0	_3ScienceDirect _uhttp://www.sciencedirect.com/science/book/9780128008478
999			_c246881 _d246881