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<p><strong></strong>Introducing you our new book: <strong>Chu, S.K.W., Reynolds, R.B., Tavares, N.J., Notari, M. & Lee., C.W.Y. (2017).<em> 21st Century Skills Development through Inquiry-based Learning: From Theory to Practice.
</em>New York: Springer Science.<font size="2"> (eBook - <a href="http://www.springer.com/us/book/9789811024795" id="NoLP">
http://www.springer.com/us/book/9789811024795</a>)</font><br>
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<p>The 21st century is characterized by the rapid progress in technology. It is also defined by the complex nature of problems we face in the world today. Hence, it is crucial for a learner to be information and computer-literate in order to tackle the challenges
that lie ahead. </p>
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<p>The monotonous and burdensome nature of traditional teaching has failed to cultivate innovativeness and learning interest among students. This book offers the key to making learning environments fun and inspiring. The book explores the theoretical implications
of inquiry-based pedagogical approaches and uses empirical evidences collected from comprehensive and well-designed research studies to offer innovative instructional interventions that support inquiry project-based learning as an approach to equip students
with twenty-first century skills. The book contains the following chapters:</p>
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<li> Introduction</li><li> Twenty-First Century Skills and Global Education Roadmaps</li><li> Twenty-First Century Skills Education in Hong Kong and Shenzhen, China: Inquiry Project-Based and Collaborative Teaching/Learning Supported by Wiki</li><li> Twenty-First Century Skills Education in Switzerland: An Example of Project-Based Learning Using Wiki in Science Education</li><li> Twenty-First Century Skills Education in the U.S.: An Example of an Inquiry-Based Game Design Learning Approach</li><li> Teachers’ Professional Development</li><li> Guides and Suggestions for Classroom Implementation</li><li> Assessment Instruments for Twenty-First Century Skills</li><li> Summary and Conclusions<br>
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<p>The book targets at academic researchers, education practitioners, policymakers, parents, and e-learning service providers who wish to support an evolving set of skills and knowledge in learners to prepare them well for active engagement in the drastic technological
changes in the twenty-first century.</p>
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<div class="PlainText">Sam<br>
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Samuel Kai Wah Chu, Ph.D.<br>
Associate Professor<br>
Head, Division of Information and Technology Studies<br>
Deputy Director, Centre for Information Technology in Education<br>
Faculty of Education, The University of Hong Kong (Ranked 6th best in the world - QS 2015, 2016)<br>
Pokfulam Road, Hong Kong<br>
Managing Editor, Journal of Information & Knowledge Management <br>
Tel: (852) 2241-5894 | Fax: (852) 2517-7194<br>
E-mail: samchu@hku.hk<br>
Skype Name - chukaiwahsamuel<br>
Homepage: http://web.edu.hku.hk/staff/academic/samchu<br>
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Latest publications:<br>
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Chu, S.K.W., Reynolds, R.B., Tavares, N.J., Notari, M. & Lee., C.W.Y. (2017). 21st Century Skills Development through Inquiry-based Learning: From Theory to Practice. New York: Springer Science. (eBook -
<a href="http://www.springer.com/us/book/9789811024795" id="NoLP">http://www.springer.com/us/book/9789811024795</a>)</div>
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Huang, H., Chu, S.K.W., & Chen, D. (2015). Interactions between English-Speaking and Chinese-Speaking users and librarians on Social Networking Sites. Journal of the American Society for Information Science and Technology, 66(6), 1150-1166. (http://web.hku.hk/~samchu/docs/Huang-in-press-Interactions-between-English.docx)
Ranked 13/85 in ISI's Information & Library Science category - top 15%; Impact Factor: 1.9 (JCR 2014)<br>
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Cheng, E.W.L., Chu, S.K.W., & Ma, C.S.M. (2015). Tertiary students' intention to e-collaborate for group projects: Exploring the missing link from an extended theory of planned behaviour model. British Journal of Educational Technology. Ranked 61/262 in ISI's
Education category - top 23%; Impact Factor: 1.3 (JCR 2014)</div>
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