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1. |
Record Nr. |
UNINA9910464670103321 |
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Autore |
Brittain-Catlin Timothy |
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Titolo |
Bleak houses : disappointment and failure in architecture / / Timothy Brittain-Catlin |
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Pubbl/distr/stampa |
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Cambridge, Massachusetts : , : The MIT Press, , [2014] |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (192 p.) |
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Disciplina |
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Soggetti |
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Architectural criticism |
Architectural practice |
Architecture - Human factors |
Architecture and society |
Failure (Psychology) |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Contents; Acknowledgments; Introduction; 1 Losers; 2 There Is Real and There Is Fake; 3 Bullies and Sissies; 4 Hopelessness; 5 Retrenchment and Loss; Notes; Bibliography; Index |
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Sommario/riassunto |
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Why some architects fail to realize their ideal buildings, and what architecture critics can learn from novelists. |
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2. |
Record Nr. |
UNINA9910955691503321 |
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Autore |
Cooch Mary |
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Titolo |
Moodle 2 for teaching 7-14 year olds : beginner's guide : effective e-learning for younger students, using Moodle as your classroom assistant / / Mary Cooch |
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Pubbl/distr/stampa |
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Birmingham, U.K., : Packt Pub., 2012 |
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ISBN |
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9786613654410 |
9781280677489 |
1280677481 |
9781849518338 |
1849518335 |
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Edizione |
[2nd ed.] |
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Descrizione fisica |
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1 online resource (259 p.) |
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Collana |
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Open source : community experience distilled |
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Disciplina |
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Soggetti |
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Instructional systems - Design |
Computer-assisted instruction - Computer programs |
Open source software |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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On cover: Learn by doing : less theory, more results. |
Includes index. |
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Nota di contenuto |
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Cover; Copyright; Credits; About the Author; About the Reviewers; www.PacktPub.com; Table of Contents; Preface; Chapter 1: Getting Started; First impressions; Time for action - customizing our course page; Making changes on the course page; Getting the best out of the side blocks; Time for action - moving, adding, and deleting blocks; Useful and less useful blocks; Making our own side blocks in Moodle; Time for action - configuring an HTML block; Customizing the middle section; Using the text editor; Brightening up the course page with images |
Time for action - uploading images to our Moodle pageWhat if you don't have any good images on your computer?; Adding links to other websites in Moodle; Time for action - making a click here link to a website; Summary; Chapter 2: Adding Worksheets and Resources; Putting a worksheet on Moodle; Time for action - uploading a factsheet |
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on to Moodle; What can you pick from the File picker?; Putting a week's worth of slideshows into Moodle; Time for action - getting a whole folder of work into Moodle in one go; Making a 'click here' type link to the River Thames website |
Recap-where do we stand now?Making a multimedia worksheet about flooding, directly in Moodle; Time for action - typing our flooding worksheet straight into Moodle; Online worksheets-some ideas to consider; Making our page look prettier; Time for action - improving the look of our course page; Summary; Chapter 3: Getting Interactive; How do we do all this?; Getting our class to reflect and discuss; Time for action - setting up a discussion forum on Moodle; How do we moderate the forum?; Why use a forum?; Carrying on the conversation in real time-outside of school |
Time for action - setting up a chat room in MoodleWhy use chat? (and why not?); Making our own class Glossary; Time for action - getting students to create their own Glossary; Showcasing the plans in a database; Time for action - setting up a database; How far have we come?; Giving our class a chance to vote; Time for action - giving students a chance to choose a winner; Why use Choice?; Announcing the winner; Writing creatively in Moodle; Time for action - setting up an online creative writing exercise; Time for action - marking students' work on Moodle |
Other ways to set and mark work in MoodleCollaborative story-telling; Time for action - getting our class to work together on an online story; Summary; Chapter 4: Self-marking Quizzes; Forget the paper; Hot potatoes-cool learning; Time for action - getting a program to create our self-marking activities; Time for action - matching rivers to continents with the Jmatch Hot Potato; Time for action - getting our matching activity into Moodle; Consolidating knowledge with Hot Potatoes activities; Time for action - creating a self-marking gap-fill exercise |
Time for action - making a self-marking crossword exercise |
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Sommario/riassunto |
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Effective e-learning for younger students, using Moodle as your classroom assistant |
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