Efnisyfirlit

• TABLE OF CONTENTS
• ACKNOWLEDGEMENTS
• LIST OF FIGURES
• LIST OF PICTURES
• LIST OF TABLES
• TO THE READER
  • RÓSA’S STORY
  • SVANBORG’S SAGA
• CHAPTER 1: BEING HUMAN TODAY
  • THE OVERVIEW EFFECT
• CHAPTER 2: SURVIVAL IN THE GLOBAL VILLAGE
  • THE ART OF KNOWING WHO YOU ARE
  • SOCIAL MATRIX
  • THE SKILLSET NEEDED FOR SURVIVAL
  • OWNING THE TOOLS AND USING THEM
• CHAPTER 3: CARVING OUR NAMES INTO THE VILLAGE TREE
  • POINTS FOR SURVIVAL IN THE GLOBAL VILLAGE
• CHAPTER 4: NEW UNDER THE ROOF – NEW UNDER THE SUN
  • MOVING FROM FOCUSING ON ‘GENIUS’ CREATIVITY TO ORDINARY CREATIVITY
• CHAPTER 5: CREATIVE INTELLIGENCE FOR INTELLIGENT CREATIONS
  • CREATIVITY AND CHANGE
  • THE CONCEPT
  • THE DUALITY OF CREATIVITY AS SKILL VERSUS PERSONAL TRAIT
  • OTHER RELEVANT DEFINITION OF CREATIVITY
  • THE CREATIVE PERSON
  • CREATIVE THINKING
  • THE SOCIAL PSYCHOLOGY OF CREATIVITY
  • NOTE
• CHAPTER 6: CREATIVE CULTURES
  • THE ROLE OF EDUCATION IN CREATIVE CULTURES
  • NURTURING THE CREATIVE MIND
  • LEARNING, ACTIVITY AND CREATIVITY
  • THE EVOLUTION OF CREATIVE CULTURE
  • NOTES
• CHAPTER 7: EDUCATION AS EVOLVING PARADIGM
  • THE INNOVATION AND ENTREPRENEURIAL SCHOOL OF THOUGHT
  • CONSTRUCTIVISM AND SOCIO-HISTORICAL THEORIES OF EDUCATION
  • NEO-VYGOTSKIAN VIEWS OF LEARNING AND ACTIVITY
  • DISTRIBUTED COGNITION AND COMMUNITY OF PRACTICE
• CHAPTER 8: INDEPENDENT EDUCATION
• CHAPTER 9: THE EMANCIPATORY PEDAGOGY OF INNOVATION AND ENTREPRENEURIAL EDUCATION
  • THE MAGIC OF INNOVATION EDUCATION
    • Identifying Characteristics of IEE Pedagogy
    • Helping to See More Than the Obvious
  • PEDAGOGIES OF INNOVATION AND ENTREPRENEURSHIP EDUCATION
  • THE UNLIKELY – THE TRANSMISSIVE MODE
  • THE CONTROLLED MODE – THE TEACHER IS THE EXPERT
  • PROGRESSIVE MODE – SUPPORTING LEARNING AGENCY
  • EMANCIPATORY MODE – CREATIVE LEARNERS, INDEPENDENT EXPLORERS
  • EMANCIPATORY PEDAGOGY IS POSSIBLE
• CHAPTER 10: COMFORT ZONE
  • PRACTISE STRUCTURED FROM RESEARCH
  • MAKING SENSE OF LIFE
  • WHAT MAKES UP THE PERSONAL COMFORT ZONE?
  • THE ROLE OF MENTORS OR TEACHERS IN EMANCIPATORY EDUCATION
• CHAPTER 11: REPORTING OF PROGRESS AS A PART OF EMANCIPATORY PEDAGOGIC PRACTICE
  • EVALUATION OF CREATIVITY – RUBRIC STRUCTURE
  • THE DESIGN-BASED ASSESSMENT MODEL TO UNDERSTAND AND ASSESS CREATIVE WORK
  • PRESTOLEE SCHOOL NEAR MANCHESTER
  • EVALUATION THAT IS FIT FOR PURPOSE
  • EMANCIPATORY PEDAGOGY AS A PART OF THE CREATIVE COMMUNITY
• CHAPTER 12: IEE RESEARCH IN ICELAND – EXAMPLES OF EMANCIPATORY PEDAGOGY IN ACTION
  • CASE STUDY 1: KOLBRÚN’S STORY: A SEASIDE SCHOOL
  • CASE STUDY 2: GRUNNSKÓLINN AUSTAN VATNA
    • Laying the Foundation
    • Smoke Free Class
    • Smoker Looks
    • Running a Coffee Shop
    • Creating Local Valuables
  • CONTINUITY AND PROGRESSION
  • THE SCHOOL, ITS ENVIRONMENT, AND STAFF
  • IEE IN GAV
  • TEACHERS’ OWNERSHIP AND AGENCY
  • EXAMPLE OF TEACHER ERIN – DEVELOPING EFFICACY
  • SOME IEE LESSONS
  • CREATIVITY IN IEE
  • TIME ISSUES RELATING TO IEE
  • WHAT IS IEE IN GAV TO PARTICIPANTS?
  • THE RATIONALE – BENEFITS
  • COLLABORATION – DEVELOPING COLLECTIVE IEE TEACHING EFFICACY
  • LEARNERS’ VOICES
  • STEP-BY-STEP DEVELOPMENT OF IEE IN GAV
    • Results, Assessment and Evaluation
    • Teacher Development
    • Framing and Classification in GAV
  • THE SOCIAL ECOLOGY OF IEE IN GAV
  • CASE STUDY 3: FLJÓTSDALSHÉRAÐ
    • Findings
    • Findings – Early Years
    • Findings – Compulsory Level
    • Emancipatory Pedagogy of IEE in Practice
  • WORKSHOP IN BRÚARÁS SCHOOL
  • EXPANDING LEARNING SPACES – LOCAL PRIDE
  • BOUNDARIES BETWEEN SCHOOLS AND SCHOOL LEVELS
  • ECOLOGY OF FEASIBLE DEVELOPMENT
  • CASE STUDY 4: BREIÐHOLTSSKÓLI REYKJAVÍK
  • INNER CITY SCHOOL
  • SCIENCE WORKSHOP
  • EVALUATION
  • FROM PHILOSOPHY ELECTIVE TO INNOVATION
  • EVALUATION METHODS
  • NEXT STEPS IN THE INNER CITY SCHOOL
  • SUMMARY
  • NOTE
• CHAPTER 13: CONNECTING THE DOTS
• REFERENCES

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu