Foundations of Embodied Learning

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Academic Content Areas
Algebra Equation
Allometric Scaling
Approximate Number System
Authentic Learning Settings
Author_Mitchell J. Nathan
biological basis of cognition
Body Integrity Identity Disorder
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Category=JMR
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cognitive neuroscience
Cognitive Offloading
cognitive psychology
cognitive science
curriculum development theory
Declarative Knowledge
design-based research
developmental cognition
Dynamic Gestures
educational psychology
educational technology design
embodied cognition
Embodied Learning
embodied learning research applications
embodied processes
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eq_computing
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eq_nobargain
eq_non-fiction
eq_science
eq_society-politics
equity in learning
Extended Mind
formative assessment strategies
foundations of embodied learning
Gel Process
Gesture Production
grounded learning
instructional design
instructional strategies
Intelligent Learning Environments
John Hattie
Larry Shapiro
Lawrence Shapiro
learning design
learning sciences
Materialist Epistemology
Maximizing Impact on Learning
metaphorical reasoning
Mitchell Nathan
Perception Action Loop
Perceptual Fluency
Perceptual Learning
Pragmatic Reasoning Schemas
sensorimotor integration
Smart Phones
social interaction in learning
sociocultural studies
Sublinear Scaling
Symbol Grounding Problem
teaching
technology in learning
The Routledge Handbook of Embodied Cognition
unconscious process
Vice Versa
visible learning
Visual Word Form Area
Word Superiority Effect

Product details

  • ISBN 9780367349769
  • Weight: 800g
  • Dimensions: 178 x 254mm
  • Publication Date: 28 Sep 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes—direct physical, social, and environmental interactions—are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book’s coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.

Mitchell J. Nathan is Vilas Distinguished Achievement Professor of Learning Sciences in the Educational Psychology Department, Director of the MAGIC Lab, and a Fellow of the Teaching Academy at the University of Wisconsin-Madison, USA. Professor Nathan is a Fellow of the International Society of the Learning Sciences, where he was a founding officer, and is one of the founding members of EMIC, a consortium of scholars, designers, and educators interested in embodied mathematical imagination and cognition. He lives in Madison WI with his two daughters, who keep him embodied and quite grounded.

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