Castillo, Rigoberto
Handbook for instructors & keen, reluctant, or procrastinator students : read, write, and research with ICT support = Manual para docentes y estudiantes bisoños, avezados, o procrastinadores : leer, escribir e investigar con apoyo de las TIC Rigoberto Castillo - 1 edición - Bogotá : Universidad Distrital Francisco José de Caldas, 2021 - 187 páginas : ilustraciones, diagramas, fotografías, tablas - Doctorado Interinstitucional en Educación. Temas ; No. 4 .
Contiene: apéndice al final de cada capítulo
Incluye referencias bibliográficas (páginas 171-185)
Capítulo I. Theories underlying reading and writing in a digital age. Writing as social practice theory.
Genre theory.
A strategic approach to language education theory [Generating ideas. Organizing ideas. Revising ideas. Engaging ideas: Looking for Coherence and cohesion. Processing thinking with digital tools]. Capítulo II. Practices for generating ideas. Choose topic and terms [Graphic organizers. Library work and searches].
Strategies to narrow down a topic [Consult literature in other languages. Find a suitable template. Design a problem tree. Negotiate a topic of inquiry with instructors]. Capítulo III. Practices for organizing ideas. Schemata as scaffolding.
Schemata established in a hierarchy of titles and contents.
Schemata for genres [Essays. Empirical studies]. Capítulo IV. Practices for revising ideas. Top-Down and Bottom-Up strategies [Strategy: regular use of the computer mouse. Strategy: Make the most of digital tools and resources. Strategy: Participate in language awareness workshops].
Detecting and preventing plagiarism.
Collaborating with peers.
Revising to meet the demands of a genre [Adjusting abstracts. Revising the literature and research reports]. Capítulo V. Practices for engaging ideas. Revisiting Aristotle’s art of rhetoric.
Procedures to engage in ideas [Modeling. Bridging. Contextualizing. Schema-Building and text representation. Developing metacognition]. Capítulo VI. A syllabus for a Reading-Writing-Research course aided by ICT. The syllabus.
Structure of objectives and tasks.
Samples of class work derived from the proposed syllabus.
Criteria to design and revise the type of assignments. Capítulo VII. Walking students through gateways of communities of practice. A rationale for participating in communities of practice.
Promoting academic networking.
Supporting public presentations.
Supporting publishing [Strategy 1. Engaging from the curriculum. Strategy 2. Collaborating with faculty. Strategy 3. Knowing the target publication. Strategy 4. Proceeding to write].
Stimulating mobility.
9789587872873
EDUCACION--APRENDIZAJE--EXPERIENCIA
CONOCIMIENTO--METODO CIENTIFICO--INVESTIGACION CIENTIFICA
INNOVACIONES--ENSEÑANZA SUPERIOR
DESARROLLO CIENTIFICO Y TECNOLOGICO--TRANSFORMACION
LB-2395- / C352
Handbook for instructors & keen, reluctant, or procrastinator students : read, write, and research with ICT support = Manual para docentes y estudiantes bisoños, avezados, o procrastinadores : leer, escribir e investigar con apoyo de las TIC Rigoberto Castillo - 1 edición - Bogotá : Universidad Distrital Francisco José de Caldas, 2021 - 187 páginas : ilustraciones, diagramas, fotografías, tablas - Doctorado Interinstitucional en Educación. Temas ; No. 4 .
Contiene: apéndice al final de cada capítulo
Incluye referencias bibliográficas (páginas 171-185)
Capítulo I. Theories underlying reading and writing in a digital age. Writing as social practice theory.
Genre theory.
A strategic approach to language education theory [Generating ideas. Organizing ideas. Revising ideas. Engaging ideas: Looking for Coherence and cohesion. Processing thinking with digital tools]. Capítulo II. Practices for generating ideas. Choose topic and terms [Graphic organizers. Library work and searches].
Strategies to narrow down a topic [Consult literature in other languages. Find a suitable template. Design a problem tree. Negotiate a topic of inquiry with instructors]. Capítulo III. Practices for organizing ideas. Schemata as scaffolding.
Schemata established in a hierarchy of titles and contents.
Schemata for genres [Essays. Empirical studies]. Capítulo IV. Practices for revising ideas. Top-Down and Bottom-Up strategies [Strategy: regular use of the computer mouse. Strategy: Make the most of digital tools and resources. Strategy: Participate in language awareness workshops].
Detecting and preventing plagiarism.
Collaborating with peers.
Revising to meet the demands of a genre [Adjusting abstracts. Revising the literature and research reports]. Capítulo V. Practices for engaging ideas. Revisiting Aristotle’s art of rhetoric.
Procedures to engage in ideas [Modeling. Bridging. Contextualizing. Schema-Building and text representation. Developing metacognition]. Capítulo VI. A syllabus for a Reading-Writing-Research course aided by ICT. The syllabus.
Structure of objectives and tasks.
Samples of class work derived from the proposed syllabus.
Criteria to design and revise the type of assignments. Capítulo VII. Walking students through gateways of communities of practice. A rationale for participating in communities of practice.
Promoting academic networking.
Supporting public presentations.
Supporting publishing [Strategy 1. Engaging from the curriculum. Strategy 2. Collaborating with faculty. Strategy 3. Knowing the target publication. Strategy 4. Proceeding to write].
Stimulating mobility.
9789587872873
EDUCACION--APRENDIZAJE--EXPERIENCIA
CONOCIMIENTO--METODO CIENTIFICO--INVESTIGACION CIENTIFICA
INNOVACIONES--ENSEÑANZA SUPERIOR
DESARROLLO CIENTIFICO Y TECNOLOGICO--TRANSFORMACION
LB-2395- / C352
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