Problem-based learning and proprioception.

Autor/in	Abersek, Boris
Titel	Problem-based learning and proprioception.
Quelle	Newcastle upon Tyne: Cambridge Scholars Publishing (2018), ix, 215 S.Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-5275-1133-2; 978-1-5275-1133-0
Schlagwörter	Pädagogik; Sinn; Zukunftsorientierung; Spielerisches Lernen; Bewusstsein; Kognitionspsychologie; Kognitionswissenschaft; Lernpsychologie; Problemlösen; Rezeption; Sinneseindruck; Künstliche Intelligenz; Kognitives Lernen; Lehr-Lern-Prozess; Lerntheorie; Lernumgebung; Kybernetik; Kybernetisches Modell; Leib-Seele-Problem; Neurophysiologie; Neuropsychologie; Netzwerk
Abstract	Contemporary teaching and learning methods based on cognitive neuroscience deal with such questions as "How do we think?" and "How do we learn?" or "How does the human memory work?" Innovative approaches in this field tackle the subject of human mentality by connecting discoveries from a range of disciplines that shed light on cognitive occurrences and the learning process. Especially over the last decade, one of the key trends in this field has focused on the connection between humans and machines (technologies) and, more concretely, on the link between human and artificial intelligence. Contemporary technologies based on AI will undoubtedly play a critical role in shaping the society of the future. This book, which is the final part of a trilogy on research in the area of philosophy of education, [...] embarks on an ambitious journey of providing potential explanations of how to optimally meet the needs and requirements of our future society. Thus, the primary purpose of this book is to shed light on issues related to teaching and learning based on contemporary trends and approaches from the field of information and communication technologies and artificial intelligence. Furthermore, it relates the above to the set-up of modern learning environments, whether they are referred to as intelligent learning materials (e-learning materials), intelligent tutoring systems (ITS), or learning management systems (LMS). With this in mind, a universal meta-model (cognitive machine) for a contemporary transdisciplinary learning strategy is proposed here, based on cybernetic theory and methods of AI. The book may well provoke cognitive dissonance and intellectual unease, as it explores cognitive theories and inspires researchers and teachers to update and invigorate some of the theories that have been embedded in their minds since their own school years. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1