Rupert Wegerif | |
|---|---|
 | |
| Born | 2 September 1959 |
| Nationality | British |
| Known for | Theory of Dialogic Education for the Internet Age. |
| Academic background | |
| Alma mater | |
| Academic work | |
| Discipline | Education |
| Institutions | |
| Website | www |
Rupert Wegerif (born 2 September 1959) is a professor of education at the University of Cambridge in England.
Prof. Wegerif is a writer and researcher in the field of dialogic education and dialogic education with technology. He has proposed a dialogic theory of education for the Internet Age,and conducted research on education technology as a support for teaching dialogue in classrooms as well as designing for dialogue with the Internet. He was the founder of the Elsevier journal Thinking Skills and Creativity and lead editor until 2017. He is founder and director of the Digital Education Futures Initiative (DEFI) at Hughes Hall,Cambridge.
Wegerif studied Philosophy with Social Anthropology at the University of Kent (1980–83),began a PhD on Derrida and Millenarianism at the University of Kent in 1984 which he did not complete,did a Post-Graduate Certificate of Education (PGCE) specialising in Religious Education at Bristol from 1990 to 1991 and a Masters in Information Technology at Queen Mary and Westfield College,London University,1991 to 1992 followed by a PhD in Education Technology at the UK Open University,1992 to 1996. His topic was ‘Using computers to teach reasoning through talking across the curriculum’.
Wegerif began his academic career at the Open University working with Neil Mercer on a range of funded projects to explore the impact of teaching ‘Exploratory Talk’on learning,especially on learning with computers. In 2004,he went to the University of Southampton as a Reader and in 2006 he joined the University of Exeter as a professor. In 2017,Wegerif became the Professor of Education (2000) at the Faculty of Education,University of Cambridge. There he co-leads the Cambridge Educational Dialogue Research Group (CEDiR). [1] In November 2017,Wegerif was awarded a Fellowship at Hughes Hall College (Cambridge).
He is known for developing a dialogic theory of Education. This argues for the importance of dialogue as an aim of education as well as being a means to education. Wegerif understands learning as being motivated by relationships and taking the form of 'dialogic switches' whereby students take on different perspectives within already existing dialogues. The originality of the theory lies in the focus on the significance for development of the 'dialogic gap' between perspectives. This leads to a model of development that is not primarily characterised in terms of individual identities or expanding knowledge but in terms of expanding 'dialogic space'. Education is understood as opening,widening and deepening dialogic space through dialogue with specific others,cultural ‘general others’personifying communities of practice and also ‘the Infinite Other’. The ‘Infinite Other’is the idea that the unbounded horizon of knowledge can act as a voice within educational dialogues. [2]
Wegerif has gained significant sums in research funding for projects exploring diversity in science education and developing tools to support Learning to Learn Together (L2L2) online. [3] In 2006,he founded the journal Thinking Skills and Creativity with Anna Craft. [4] They edited the journal together until Anna Craft's death in 2014. [5] Wegerif remained chief editor of the journal through June 2018, [6] and was subsequently replaced by Teresa Cremin and Pamela Burnard. [7]
Wegerif's books include:[ citation needed ]
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes,from both cognitive and behavioral perspectives,allows researchers to understand individual differences in intelligence,cognitive development,affect,motivation,self-regulation,and self-concept,as well as their role in learning. The field of educational psychology relies heavily on quantitative methods,including testing and measurement,to enhance educational activities related to instructional design,classroom management,and assessment,which serve to facilitate learning processes in various educational settings across the lifespan.
Learning theory describes how students receive,process,and retain knowledge during learning. Cognitive,emotional,and environmental influences,as well as prior experience,all play a part in how understanding,or a worldview,is acquired or changed and knowledge and skills retained.
Social constructivism is a sociological theory of knowledge according to which human development is socially situated,and knowledge is constructed through interaction with others. Like social constructionism,social constructivism states that people work together to actively construct artifacts. But while social constructivism focuses on cognition,social constructionism focuses on collective meaning-making.
Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive,affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives,assessments and activities.
Critical thinking is the analysis of available facts,evidence,observations,and arguments in order to form a judgement by the application of rational,skeptical,and unbiased analyses and evaluation. The application of critical thinking includes self-directed,self-disciplined,self-monitored,and self-corrective habits of the mind,thus a critical thinker is a person who practices the skills of critical thinking or has been trained and educated in its disciplines. Philosopher Richard W. Paul said that the mind of a critical thinker engages the person's intellectual abilities and personality traits. Critical thinking presupposes assent to rigorous standards of excellence and mindful command of their use in effective communication and problem solving,and a commitment to overcome egocentrism and sociocentrism.
Computer-mediated communication (CMC) is defined as any human communication that occurs through the use of two or more electronic devices. While the term has traditionally referred to those communications that occur via computer-mediated formats,it has also been applied to other forms of text-based interaction such as text messaging. Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software.
Pedagogy,most commonly understood as the approach to teaching,is the theory and practice of learning,and how this process influences,and is influenced by,the social,political,and psychological development of learners. Pedagogy,taken as an academic discipline,is the study of how knowledge and skills are imparted in an educational context,and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social,political,and cultural contexts.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning,however experiential learning is a subfield and operates under the methodologies associated with experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge,develop skills,clarify values,and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission,rather they construct new understandings and knowledge through experience and social discourse,integrating new information with what they already know. For children,this includes knowledge gained prior to entering school. It is associated with various philosophical positions,particularly in epistemology as well as ontology,politics,and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question,challenge,or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based,rote memorization,or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions,problems,or scenarios.
This is an index of education articles.
Enhancing Reading Comprehension through Reciprocal Teaching
Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue;in other words,the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.
A dialogue journal is an ongoing written interaction between two people to exchange experiences,ideas,knowledge or reflections. It is used most often in education as a means of sustained written interaction between students and teachers at all education levels. It can be used to promote second language learning and learning in all areas.
Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research:learning science in learning communities,coteaching,authentic school science education,cultural-historical activity theory,social studies of science,gesture studies,qualitative research methods,embodied cognition,situated cognition,and the role of language in learning science and mathematics.
Neil Mercer is Emeritus Professor of Education at the University of Cambridge.
John Baer is a professor of Educational Psychology at Rider University in New Jersey. He earned his B.A. from Yale University and his Ph.D. in cognitive and developmental psychology from Rutgers University.
21st century skills comprise skills,abilities,and learning dispositions identified as requirements for success in 21st century society and workplaces by educators,business leaders,academics,and governmental agencies. This is part of an international movement focusing on the skills required for students to prepare for workplace success in a rapidly changing,digital society. Many of these skills are associated with deeper learning,which is based on mastering skills such as analytic reasoning,complex problem solving,and teamwork,which differ from traditional academic skills as these are not content knowledge-based.
Robert Keith Sawyer is an American psychologist. He is an expert on creativity,collaboration,and learning. He has published 19 books and over 100 scientific articles. His best-known books are Group Genius,Zig Zag,and Explaining Creativity. Fifteen of his books have been translated into other language editions,primarily Chinese Japanese,and Korean. He is the Morgan Distinguished Professor in Educational Innovations at University of North Carolina at Chapel Hill.
Sara Hennessy is a British scholar. As of 2022,she is a Professor of Teacher Development and Pedagogical Innovation in the Faculty of Education at the University of Cambridge. Hennessy has worked in the field of EdTech for over three decades,focusing particularly on professional development,teacher inquiry,and interactive pedagogy,including in sub-Saharan Africa. She is a Research Director of EdTech Hub,a multi-million-pound 8-year program funded by the UK's Foreign,Commonwealth and Development Office.
| People |  | |
|---|---|---|
| Departments and centres | ||
| Campus | ||
| Student life | ||
| Affiliates | ||
| Other | ||
| International | |
|---|---|
| National | |
| Academics | |
| Other | |
