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By explicating, illustrating and demonstrating hermeneutic phenomenology as a method for research in education specifically, this book offers an excellent resource for beginning as well as more advanced researchers.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49621253554449,"sku":"GOR010783637","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9460918328.jpg?v=1768557642"},{"product_id":"re-thinking-e-learning-research-book-norm-friesen-9781433101359","title":"Re-Thinking E-Learning Research","description":"In the rapidly-changing world of the Internet and the Web, theory and research struggle to keep up with technological, social, and economic developments. In education in particular, a proliferation of novel practices, applications, and forms – from bulletin boards to Webcasts, from online educational games to open educational resources – have come to be addressed under the rubric of «e-learning». In response to these phenomena, Re-thinking E-Learning Research introduces a number of research frameworks and methodologies relevant to e-learning. The book outlines methods for the analysis of content, narrative, genre, discourse, hermeneutic-phenomenological investigation, and critical and historical inquiry. It provides examples of pairings of method and subject matter that include narrative research into the adaptation of blogs in a classroom setting; the discursive-psychological analysis of student conversations with artificially intelligent agents; a genre analysis of an online discussion; and a phenomenological study of online mathematics puzzles. 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It shows how questions of sensitive and attuned action as well as educators' relations with children and the young are special--uniquely different from other relations and attunements. This collection introduces readers to both classical and contemporary texts, offering many of these in translation for the first time. 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It focuses on linkages between North America and German speaking Europe, and brings together and contextualizes contributions from a range of leading scholars. In addition to introducing English language readers to some of the most prominent contemporary German media theorists and philosophers, including Claus Pias, Sybille Kramer and Rainer Leschke, the book shows how foundational North American contributions are themselves inspired and informed by continental sources. This book takes Harold Innis or Marshall McLuhan (and other members of the Toronto School ) as central points of reference, and traces prospective and retrospective lines of influence in a cultural geography that is increasingly global in its scope. 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Like tact in general, pedagogical tact is a ready and delicate sense of what is fitting and proper in dealing with others. In pedagogy, these \"others\" are typically children, youth, or students, and tact is exercised as a kind of disposition that is oriented to the learners’ maturation and eventual autonomy. It takes the form of a subtle but active discernment that arises when theories and prescriptions simply do not help.    This edited collection, the first to appear on pedagogical tact in English, includes contributions from several authors who are a part of the renaissance in this area. It also features a substantial introduction to the tradition of pedagogy from which tact emerges, and one that also traces the international development of understandings of pedagogical tact.   This rich collection of recent texts on pedagogical tact provides a clear and comprehensive introduction to the intricate relationship between theory and practice. 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