09224nam 2200589 450 991062438780332120230612112407.0981-19-6734-2(MiAaPQ)EBC7127775(Au-PeEL)EBL7127775(CKB)25219377800041(EXLCZ)992521937780004120230317d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierLearning, teaching, and assessment methods for contemporary learners pedagogy for the digital generation /K. G. Srinivasa, Muralidhar Kurni and Kuppala SarithaSingapore :Springer,[2022]©20221 online resource (350 pages)Springer texts in educationPrint version: Srinivasa, K. G. Learning, Teaching, and Assessment Methods for Contemporary Learners Singapore : Springer,c2022 9789811967337 Includes bibliographical references.Intro -- Preface -- Organization of the Book -- Key Features of the Book -- Acknowledgements -- Contents -- 1 Introduction -- 1.1 What is Pedagogy? -- 1.2 Why is Pedagogy Important? -- 1.3 Different Types of Pedagogy -- 1.4 How is Pedagogy Changing? -- 1.5 How Does Pedagogy Impact the Learner? -- 1.6 Learning, Teaching, and Assessment Methods for Contemporary Learners -- 1.7 Structure of the Book -- 1.8 Conclusion -- References -- 2 Crossover Learning -- 2.1 Introduction -- 2.2 Crossover Learning -- 2.3 Crossover Learning: Connecting Formal and Informal Learning -- 2.4 The Importance of Crossover Learning -- 2.5 Strengths of Crossover Learning -- 2.6 Why is It Good to Implement Crossover Learning? -- 2.7 How to Implement Crossover Learning? -- 2.8 Why is Crossover Learning Working in the Classroom? -- 2.9 Try Out Crossover Learning with Your Students -- 2.10 Conclusion -- References -- 3 Learning Through Collaborative Argumentation -- 3.1 Introduction -- 3.2 What is Collaborative Argumentation? -- 3.3 Reasons for Using Argumentation in Learning Environments or Instruction -- 3.4 Benefits of Argumentation -- 3.5 Kinds of Arguments -- 3.6 The Skills of Argumentation -- 3.7 Learning to Argue and Arguing to Learn -- 3.8 Preparing Classroom Environments for Collaborative Argumentation -- 3.9 Methods for Engaging and Supporting Argumentation in Learning Environments -- 3.10 Evaluating Argumentation -- 3.11 Factors Affecting Collaborative Argumentation -- 3.12 Conclusion -- References -- 4 Incidental Learning -- 4.1 Introduction -- 4.2 Incidental Learning -- 4.3 The Premise of Incidental Learning -- 4.4 The Opportunity of Incidental Learning -- 4.5 How to Engage with Incidental Learning -- 4.6 Using Incidental Learning -- 4.7 Incidental Learning in the Classroom -- 4.8 Informal and Incidental Learning -- 4.9 Intentional and Incidental Learning.4.10 Incidental Teaching -- 4.11 Case Studies on Incidental Teaching -- 4.12 Conclusion -- References -- 5 Context-Based Learning -- 5.1 Introduction -- 5.2 What is Context-Based Learning? -- 5.3 Why Context-Based Learning? -- 5.4 Increasing Performance with Context-Based Learning -- 5.5 Context-Based Learning Environments -- 5.6 Assessment in Context-Based Teaching and Learning -- 5.7 Contextual Teaching and Learning (CTL) -- 5.8 Conclusion -- References -- 6 Computational Thinking -- 6.1 Introduction -- 6.2 What is Computational Thinking? -- 6.3 Thinking Computationally -- 6.4 The Computational Thinking Process -- 6.5 Key Skills for Computational Thinking -- 6.6 Principles of Computational Thinking -- 6.7 Computational Thinking in the Classroom -- 6.8 Why is Computational Thinking an Essential Tool for Teachers and Students? -- 6.9 Integrating Computational Thinking into Your Classroom -- 6.10 Examples of Computational Thinking in the Classroom -- 6.11 Computational Thinking Through Classroom Assessment -- 6.12 Integrating into Existing Routines and Curricula -- 6.13 Differences Between CT and Other Types of Thinking Skills -- 6.14 Conclusion -- References -- 7 Learning by Doing -- 7.1 Introduction -- 7.2 What is Learning by Doing? -- 7.3 Why Should We Learn by Doing? -- 7.4 Why Learning by Doing is Effective -- 7.5 When Does Learning by Doing Work? -- 7.6 Why Does Learning by Doing Work? -- 7.7 How to Use Learning by Doing? -- 7.8 What are the Benefits of Learning by Doing? -- 7.9 How to Get Started? -- 7.10 Developing Learning by Doing Approach (How to Do It?) -- 7.11 Drawbacks to Learning by Doing -- 7.12 The Challenges of Learning by Doing -- 7.13 Learning by Doing Science with Remote Labs -- 7.14 Realistic Learning Situations Through Simulations (Learning by Doing Through Simulations).7.15 Approaches to Learning by Doing/Experiential Learning Models -- 7.16 Conclusion -- References -- 8 Embodied Learning -- 8.1 Introduction -- 8.2 Embodied Learning -- 8.3 Principles of Embodied Learning -- 8.4 Pros and Cons of Embodied Learning -- 8.5 Embodied Learning in Classrooms -- 8.6 Embodied Learning Through Virtual Reality -- 8.7 Embodied Learning and Technological Developments in Educational Contexts -- 8.8 Role-Playing and Embodied Learning -- 8.9 Embodied Learning in Varied Disciplines -- 8.10 Conclusion -- References -- 9 Adaptive Teaching/Learning -- 9.1 Introduction -- 9.2 What is Adaptive Teaching/Learning? -- 9.3 Technology and Methodology -- 9.4 Implementations -- 9.5 Development Tools -- 9.6 Adaptive Learning is the Future of Online Education -- 9.7 How to Apply Adaptive Learning in Practice? -- 9.8 Adapting to Adaptive Learning -- 9.9 Adapting Adaptive Teaching -- 9.10 Strengths and Weaknesses of Adaptive Learning -- 9.11 When and How to Apply Adaptive Learning -- 9.12 How is Adaptive Learning Changing Traditional Teaching Methods? -- 9.13 Design Principles in Adaptive Learning -- 9.14 Adaptive Classrooms: How Accessible Furniture is Paving the Way to Success for Students with Special Needs -- 9.15 Intelligent Adaptive Learning -- 9.16 Adaptive Learning Systems and Platforms -- 9.17 Benefits of Adaptive Learning -- 9.18 Conclusion -- References -- 10 Analytics of Emotions -- 10.1 Introduction -- 10.2 The Importance of Emotions in Learning -- 10.3 Four Emotions of Learning -- 10.4 How Children Use Their Emotions to Learn -- 10.5 How Emotions Affect Learning and Teaching (Emotions in Classrooms) -- 10.6 Emotion-Aware E-learning Platform Architecture -- 10.7 Emotion AI in Education -- 10.8 Emotional Learning Analytics -- 10.9 Examples of Emotion Analytics in the Real World -- 10.10 Conclusion -- References -- 11 Stealth Assessment.11.1 Assessment: Overview -- 11.2 Problems with Current Assessments -- 11.3 What is Stealth Assessment? -- 11.4 Is Stealth Assessment Practical? -- 11.5 Stealth Assessment in the Classroom -- 11.6 Principles and Theories of Stealth Assessment -- 11.7 Stealth Assessment and Evidence-Centred Design -- 11.8 How to Design and Develop Good Stealth Assessment -- 11.9 Stealth Assessments: Success Stories -- 11.10 Conclusion -- References -- 12 Pedagogy for E-learning -- 12.1 What is E-learning? -- 12.2 Types of E-learning -- 12.3 Advantages of E-learning -- 12.4 Disadvantages of E-learning -- 12.5 Contributions of E-learning to Education -- 12.6 Modern E-learning Pedagogy -- 12.7 Models of E-learning and Teaching -- 12.8 Case Study -- 12.9 Conclusion -- References -- 13 Harnessing the Power of AI to Education -- 13.1 Introduction -- 13.2 The Need for AI in Education -- 13.3 The Role of AI in Education -- 13.4 The Impact of AI on Education -- 13.5 Technologies for AI in Education -- 13.6 Best Practices for Incorporating AI in Education -- 13.7 Applications of AI in Education -- 13.8 Pros and Cons of Using AI in Education -- 13.9 Companies Using AI in Education to Enhance the Classroom -- 13.10 AI-Driven Solutions in Education/AI Apps and Tools for Education -- 13.11 Is AI Replacing Human Teachers, or Does It Assist Teachers? -- 13.12 Usage of AI in Education-Present and Future -- 13.13 Case Studies: Examples of Successful AI in Higher Education that Can Serve as Inspiration for Our Future -- 13.14 Conclusion -- References.Springer texts in education.Educational evaluationEducational tests and measurementsLearningAvaluació educativathubTests i proves en educacióthubLlibres electrònicsthubEducational evaluation.Educational tests and measurements.Learning.Avaluació educativaTests i proves en educació379.158Srinivasa K. G.921502Kurni MuralidharSaritha KuppalaMiAaPQMiAaPQMiAaPQBOOK9910624387803321Learning, Teaching, and Assessment Methods for Contemporary Learners2963266UNINA01702oam 2200493Ka 450 991069683990332120150102110746.0(CKB)5470000002382484(OCoLC)259716835(EXLCZ)99547000000238248420081001d2008 ua 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierLong Term Pavement Performance computed parameter[electronic resource] moisture content / D. Zollinger ... [and others]McLean, VA :U.S. Dept. of Transportation, Federal Highway Administration, Turner-Fairbank Highway Research Center,[2008]vii, 96 pages digital, PDF fileTitle from title screen (viewed on Oct. 1, 2008)."March 2008.""FHWA-HRT-08-035.""HRTI-13/03-08(1.5M)E."Long Term Pavement Performance computed parameter PavementsPerformanceUnited StatesPavementsMoistureUnited StatesPavementsMoisturefastPavementsPerformancefastUnited StatesfastPavementsPerformancePavementsMoisturePavementsMoisture.PavementsPerformance.Zollinger Dan G.1952-1414800Turner-Fairbank Highway Research Center.GPOGPOOCLCQOCLCFGPOBOOK9910696839903321Long Term Pavement Performance computed parameter3515118UNINA01643nam 2200445 450 991070526400332120140402110041.0(CKB)5470000002448725(OCoLC)875413822(EXLCZ)99547000000244872520140402d2014 ua 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierRemote sensing satellite data : memorandum of understanding between the United States of America and Japan signed at Reston and Tsukuba, November 13 and 21, 2013, with annexes[Washington, D.C.] :United States Department of State,[2014?]1 online resource (18 unnumbered pages)Treaties and other international acts series ;13-1121.1Title from title screen (viewed on April 2, 2014).Remote sensing Landsat satellitesLaw and legislationUnited StatesLandsat satellitesLaw and legislationJapanRemote sensingUnited StatesRemote sensingJapanRemote sensingInternational cooperationLandsat satellitesLaw and legislationLandsat satellitesLaw and legislationRemote sensingRemote sensingRemote sensingInternational cooperation.United States,United States.Department of State,GPOGPOBOOK9910705264003321REMOTE sensing117480UNINA01591oam 2200409Ka 450 991069738110332120080807110227.0(CKB)5470000002387118(OCoLC)239300348(EXLCZ)99547000000238711820080806d2008 ua 0engtxtrdacontentcrdamediacrrdacarrierCharacteristics of unrestrained passenger vehicle occupant fatalities 16 and older in motor vehicle traffic crashes by time of day[electronic resource]Washington, D.C. :NHTSA's National Center for Statistics and Analysis,[2008]13 pages digital, PDF fileTraffic safety facts. Research noteTitle from title screen (viewed on Aug. 6, 2008)."May 2008.""DOT HS 810 948."Traffic fatalitiesUnited StatesStatisticsTraffic accident victimsUnited StatesStatisticsAutomobilesOccupant restraint systemsUnited StatesStatisticsStatistics.lcgftTraffic fatalitiesTraffic accident victimsAutomobilesOccupant restraint systemsNational Center for Statistics and Analysis (U.S.)GPOGPOGPOBOOK9910697381103321Characteristics of unrestrained passenger vehicle occupant fatalities 16 and older in motor vehicle traffic crashes by time of day3188145UNINA06203nam 2200769 a 450 991082120370332120240417020820.01-84964-509-40-585-42672-4(CKB)111056486518408(EBL)3386078(SSID)ssj0000123100(PQKBManifestationID)11922731(PQKBTitleCode)TC0000123100(PQKBWorkID)10173708(PQKB)10096671(SSID)ssj0000517523(PQKBManifestationID)12230833(PQKBTitleCode)TC0000517523(PQKBWorkID)10488219(PQKB)11021797(MiAaPQ)EBC3386078(Au-PeEL)EBL3386078(CaPaEBR)ebr2001161(CaONFJC)MIL987599(OCoLC)50825333(EXLCZ)9911105648651840820000106d2000 uy 0engurcn|||||||||txtccrClassics in film and fiction[electronic resource] /edited by Deborah Cartmell, I.Q. Hunter, Heidi Kaye, Imelda Whelehan1st ed.London ;Sterling, Va. Pluto Press20001 online resource (256 p.)Film/fiction ;v. 5Description based upon print version of record.0-7453-1588-7 0-7453-1593-3 Includes bibliographical references and index.""Contents""; ""Notes on Contributors""; ""Introduction: Classics Across the Film/ Literature Divide ""; ""Notes""; ""Further Reading""; ""1. 'If Only You Could See What I've Seen with Your Eyes': Blade Runner and La Symphonie Pastorale""; ""Notes""; ""2. Classic Shakespeare for All: Forbidden Planet and Prospero's Books, Two Screen Adaptations of The Tempest ""; ""Notes""; ""3. The Red and the Blue: Jane Eyre in the 1990's ""; ""Notes""; ""4. Transcultural Aesthetics and the Film Adaptations of Henry James ""; ""The American""; ""The Portrait of a Lady""; ""The Wings of the Dove""; ""Notes""""5. 'Hystorical' Puritanism: Contemporary Cinematic Adaptations of Nathaniel Hawthorne's The Scarlet Letter and Arthur Mil"" ""Notes""; ""6. Mrs. Dalloway and Orlando: The Subject of Time and Generic Transactions ""; ""Notes""; ""7. 'Desire Projected Itself Visually': Watching Death in Venice ""; ""Notes""; ""8. Leopold Bloom Walks and Jimmy Stewart Stares: On Motion, Genre and the Classic ""; ""Notes""; ""9. Trial and Error: Combinatory Fidelity in Two Versions of Franz Kafka's The Trial ""; ""Notes""; ""10. In Cold Blood : Yellow Birds, New Realism and Killer Culture ""; ""Notes""""11. Home by Tea- time: Fear of Imagination in Disney's Alice in Wonderland """"Notes""; ""Index""; ""2001 A Space Odyssey [Kubrick] 43""; ""acting, stage and screen 96-7""; ""actors""; "" foreign 58""; "" recycling 8""; "" recycling 8""; "" recycling 56-7""; "" recycling 56-7""; "" recycling 94""; "" recycling 94""; "" recycling 187-8""; "" recycling 187-8""; "" recycling 189-90""; "" recycling 189-90""; ""adaptations of classics""; "" and contemporary context 3-4""; "" and imaginative rereadings 138""; "" and interpretation 7""; "" and interpretation 8"""" and interpretation 10"""" and interpretation 48-50""; "" and interpretation 138""; "" and interpretation 181""; "" and making money 9""; "" and making money 94""; "" authority of text 43""; "" authority of text 45""; "" authority of text 46""; "" authority of text 49""; "" bringing past to life 121-3""; "" fidelity 3""; "" fidelity 4-5""; "" fidelity 8""; "" fidelity 181""; "" fidelity 190""; "" fidelity 203""; "" updating 5""; "" updating 6""; "" updating 38""; "" updating 66-7""; "" updating 68""; "" updating 69""; ""Adorno, Theodor 180""""aesthetics, and power 2-3""""Age of Innocence [Scorsese] 77""; ""Aladdin [Disney] 222""; ""Aldiss, Brian 40""; ""Alexieff, Alexandre 182""; ""Alice in Wonderland [Disney]""; "" 210""; "" 215""; "" 217-22""; "" Alice objectified 220""; "" and female imagination 210""; "" and female imagination 213""; "" and female imagination 218""; "" and guilt 208""; "" and guilt 221-2""; "" and imaginative freedom 222""; "" and repression 207""; "" and surrealism 221""; "" conservative narrative 218-20""; ""Allan, Robin""; "" 215""; "" 217""; "" 220-1""; ""allegory 44-5""""Althusser, Louis 26""The contributors to this volume negotiate the notion of a ‘classic’ in film and fiction, exploring the growing interface and the blurring of boundaries between literature and film. Taking the problematic term 'classic' as its focus, the contributors consider both canonical literary and film texts, questioning whether classic status in one domain transfers it to another. Classics in Film and Fiction looks at a wide range of texts and their adaptations. Authors discussed are Shakespeare, Charlotte Brontë, Henry James, Franz Kafka, Thomas Mann, Virginia Woolf, Nathaniel Hawthorne, Arthur Miller, Truman Capote and Lewis Carroll. Book to film adaptations analysed include Jane Eyre, The Crucible, The Tempest and Alice in Wonderland. The collection also evaluates the term ‘classic’ in a wider context, including a comparison of Joyce's Ulysses with Hitchcock's Rear Window. Throughout, the contributors challenge the dichotomy between high culture and pop culture.Film/fiction ;v. 5.Canon (Literature)Film adaptationsHistory and criticismMotion pictures and literatureMotion PicturesCanon (Literature)Film adaptationsHistory and criticism.Motion pictures and literature.Motion Pictures.791.43/6Cartmell Deborah594107MiAaPQMiAaPQMiAaPQBOOK9910821203703321Classics in film and fiction4068414UNINA