Human-Machine Communication: Complete Volume 5. Gender and Human-Machine Communication

This is the complete volume of HMC Volume

A Global Inclusive Insight

The publication of this work was supported by the Open Access Publication Fund of Humboldt-Universität zu Berlin.14 different countries, various research methods, 1 topic: Differentiated Instruction. With increasingly diverse student populations in schools, the establishment of inclusive classrooms has become a top international priority. Teachers around the world are urged to differentiate their instruction in order to support all students’ learning needs. Although there is research on the topic, there are still important gaps to explore, especially the underrepresented international research output. This book tackles such limitations and provides a first ever publication concerning global insights into differentiated instruction. A total of 14 countries from 5 continents provide empirical evidence, theoretical and practical approaches to the topic. The book wraps up with a contribution from Prof. Dr. John Hattie, University of Melbourne, who shares eight theses to help the continuing debate and research on differentiated instruction.Peer Reviewe

The Case of Inter-Expert Creative Collaboration in Science Gallery Dublin: A Discourse Analytical Approach

The phenomenon of creativity has been a focus of enquiry by psychologists for many years. Compared with individual creativity, much less is known about creativity in collaborative contexts (Glăveanu, 2010; Sawyer, 2010). Taking a sociocultural view of creativity, this study contributes to an emerging strand of research that focusses centrally on how creativity unfolds in the performance of creative collaboration. The research design followed an inductive path conducive to theory building and employed a single case study method (Yin, 2009). Science Gallery Dublin, part of Trinity College Dublin (TCD), is presented as a special place for creative collaboration. In response to calls for further detail about how ideas emerge in group contexts (Glăveanu, 2017; Hargadon and Beckhy, 2006; Harvey and Chia-Yu, 2013; Harvey, 2014; Kurtzberg and Amabile, 2010), this study contributes to the literature in a number of ways. It describes a kind of talk - Idea Talk - that is presented as characteristic of and instrumental in the collaborative development of ideas and solutions. It presents a ‘Creative Convergence framework’ as a model that seeks to explain how ideas emerge through interdisciplinary dialogue. Findings of the study also challenge an established doctrine of creative collaboration and brainstorming which holds that equality of participation is desirable. The implications for practice include an enhanced understanding of the organisational and contextual features that can positively contribute to creative collaborations. The Idea Talk and Creative Convergence contributions, combined with further observations relating to the hosting and facilitation of groups, provide leaders and participants with new insights into how creativity emerges in groups

Differentiated instruction around the world. A global inclusive insight

With increasingly diverse student populations in schools, the establishment of inclusive classrooms has become a top international priority. Teachers around the world are urged to differentiate their instruction in order to support all students’ learning needs. Although there is research on the topic, there are still important gaps to explore, especially the underrepresented international research output. This book tackles such limitations and provides a first ever publication concerning global insights into differentiated instruction. A total of 14 countries from 5 continents provide empirical evidence, theoretical and practical approaches to the topic. The book wraps up with a contribution from Prof. Dr. John Hattie, University of Melbourne, who shares eight theses to help the continuing debate and research on differentiated instruction. (DIPF/Orig.