LEADER 01037nam0 22002651i 450 001 UON00144772 005 20231205102856.588 100 $a20020107d1982 |0itac50 ba 101 $araj$aHIN 102 $aIN 105 $a|||| 1|||| 200 1 $aRajasthani gadya chayanika$fsampadaka Brajanarayana Purohita 210 $aJayapura$cShyama Prakashana$d1982 215 $aVI, 145 p.$d22 cm 606 $aLETTERATURA HINDI$xRAJASTHAN$3UONC003439$2FI 620 $aIN$dJaipur$3UONL000113 686 $aSI VI IR$cSUBCONT. INDIANO - LETTERATURE INDOARIE MINORI - RAJASTHANI$2A 702 1$aPUROHITA$bBrajanarayana$3UONV087127 712 $aShyama Prakashana$3UONV263985$4650 801 $aIT$bSOL$c20240220$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00144772 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI SI VI IR 009 $eSI SA 101282 5 009 996 $aRajasthani gadya chayanika$91276783 997 $aUNIOR LEADER 02010oam 2200289z- 450 001 9910163227103321 005 20230906203136.0 010 $a1-62210-036-0 035 $a(CKB)3710000001046131 035 $a(BIP)052349384 035 $a(Exl-AI)993710000001046131 035 $a(EXLCZ)993710000001046131 100 $a20210505c2013uuuu -u- - 101 0 $aeng 200 10$aForever Is Now 210 $cLiquid Silver Books 215 $a1 online resource (204 p.) 330 8 $aWhen Alex confronts ex-lover Chance, the sparks fly. But nine years has done nothing to lessen the intensity of the chemistry between them. Forever Is Now is the hot, new romance from author K. Vale you won't be able to stop reading. Passion ignites the pages as Alex and Chance find that sometimes a second chance is all love needs!If you love someone, set him free. If he steals something of yours, hunt him down and make him sorry.Alex Bremen is over Chance Ralan. Ever since his high school boyfriend ditched him nine years ago, Alex has barely thought of Chance at all. Sure, Alex attended a concert or two when his ex's band, Armageddon Showdown, was in the area, but that was more curiosity than anything else. Who wouldn't want to see firsthand how his once clean-cut boyfriend transformed into a pierced and tattooed heavy metal god?But when Chance has the nerve to record a love song Alex wrote for him years ago, Alex crosses the country to confront him. Revenge becomes a dish best served sizzling hot. The two men lock horns, but find the chemistry between them has only intensified with time, and occasionally love needs to do some growing up before it can be done right.Content Notes: Hot, GLBT, Anal Play, Anal Intercourse 606 $aGay men$vFiction$7Generated by AI 606 $aRomance fiction$7Generated by AI 615 0$aGay men 615 0$aRomance fiction 700 $aVale$b K.$01432540 906 $aBOOK 912 $a9910163227103321 996 $aForever Is Now$93577365 997 $aUNINA LEADER 12918nam 22006615 450 001 9910635384903321 005 20250806174832.0 010 $a9783031185120 010 $a3031185129 024 7 $a10.1007/978-3-031-18512-0 035 $a(MiAaPQ)EBC7157442 035 $a(Au-PeEL)EBL7157442 035 $a(CKB)25703757600041 035 $a(DE-He213)978-3-031-18512-0 035 $a(EXLCZ)9925703757600041 100 $a20221213d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aOpen and Inclusive Educational Practice in the Digital World /$fedited by Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaías 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (250 pages) 225 1 $aCognition and Exploratory Learning in the Digital Age,$x2662-5636 311 08$aPrint version: Ifenthaler, Dirk Open and Inclusive Educational Practice in the Digital World Cham : Springer International Publishing AG,c2022 9783031185113 327 $aIntro -- Preface -- References -- Acknowledgements -- Contents -- About the Editors -- Part I: Analytics-Driven Perspectives -- Chapter 1: Behavioral Patterns and Learner Interactions in Enterprise MOOCs -- 1 Introduction -- 2 The openSAP University -- 3 Sequential Analysis of Learning Behavior -- 4 Learner Behavior in Enterprise MOOCs -- 4.1 Sample, Data Collection, and Procedure -- 4.2 Results -- 4.2.1 Behavioral Patterns Over All Courses -- 4.2.2 Differences in Behavioral Patterns According to Topic Area -- 4.2.3 Typical Interaction Sequences -- 5 Discussion -- Appendix: Detailed Findings for System Interactions -- References -- Chapter 2: The Smart MOOC Integrated with Intelligent Tutoring: A Case Study -- 1 Introduction -- 2 Method -- 2.1 Research Model -- 2.2 Participants -- 2.3 Data Collection Tools and Data Analysis -- 3 Results -- 3.1 Student Views on the Benefits of the Smart MOOC Integrated with Intelligent Tutoring Environment -- 3.2 Student Views on the Disliked Features of the Smart MOOC Integrated with Intelligent Tutoring Environment -- 3.3 Student Views on the Use of Smart MOOC Integrated with Intelligent Tutoring Environment Developed in Different Learning Contexts -- 3.4 Student Views on the Ease of Use of the Smart MOOC Integrated with Intelligent Tutoring Environment -- 3.5 Suggesting Situations of Students to Use the Smart MOOC Integrated with Intelligent Tutoring Environment to their Friends -- 3.6 Students' Views on the Aspects of the Smart MOOC Integrated with Intelligent Tutoring Environment that Are Open to Improvement -- 4 Conclusion and Discussion -- References -- Chapter 3: Incorporating Time in Dispositional Learning Analytics Models -- 1 Introduction -- 2 Temporality in Learning Analytics -- 2.1 The Role of Time in Learning -- 2.2 Seeking Balance -- 2.3 Research Objectives -- 3 Methods -- 3.1 Context and Setting. 327 $a3.2 Participants -- 3.3 E-Tutorial Log Data -- 3.4 Disposition Data -- 3.5 Statistical Analyses -- 4 Results -- 4.1 Student Engagement Profiles by Clustering Log Data -- 4.2 Relevance of Clustering-Based Profiles for Course Performance -- 4.3 Profiles and Student Aptitudes as Dispositions -- 5 Discussion and Conclusions -- References -- Chapter 4: The GoalTrees Hierarchical Goal-Setting Intervention for Higher Education -- 1 Introduction -- 1.1 Hierarchical Goal Setting in a Digital Study Assistant -- 2 Three Recent Studies -- 2.1 Development History -- 2.2 Study 1: Comparative UI/UX Testing -- 2.2.1 Methods -- 2.2.2 Results -- 2.2.3 Amount of Interactions and Time on Task -- 2.3 System Usability Scale -- 2.3.1 Ranking -- 2.3.2 Limitations -- 2.3.3 Summary and Implications -- 2.4 Study 2: Effects of OCEAN Personality Traits -- 2.4.1 Methods -- 2.4.2 Results -- 2.4.3 Summary and Implications -- 2.5 Study 3: Root Goal Elicitation with Priming -- 2.5.1 Methods -- 2.5.2 Results -- 2.5.3 Summary and Implications -- 3 Discussion and Outlook -- 3.1 GoalTrees Software -- References -- Chapter 5: A Learner's Behavior Model for an E-Learning Hybrid Recommender System -- 1 Introduction -- 2 Related Works -- 3 Problem Statement -- 4 Description of the Student's Behavior: The Mode of Reasoning and the Degree of Activity -- 5 Implementation of the Learner's Behavior Model -- 5.1 Experimental Protocol -- 6 Learning Steps -- 6.1 Data Collection -- 7 Evaluation -- 8 Conclusion and Perspectives -- References -- Chapter 6: A User-Focused Approach to Developing a Digital Study Assistant Through a Mixed Method Design -- 1 Introduction -- 1.1 Study Assistant Software Prototype Used in Our Field Study -- 1.2 Modular Software Architecture with Recommender Modules -- 2 Methods -- 2.1 Quantitative: Data Collection, Dataset, and Data Analysis. 327 $a2.2 Qualitative: Design Thinking Workshops -- 3 Results -- 3.1 Quantitative Data Analysis Results -- 3.2 Quantitative Results: Design Thinking Workshop -- 4 Discussion -- 4.1 Interpretation of the Results -- 4.2 Limitations -- 4.3 Future Development -- References -- Chapter 7: The Effect of Social Closeness on Perceived Satisfaction of Collaborative Learning -- 1 Introduction -- 2 Background -- 2.1 Social Closeness -- 2.2 Ego Networks -- 2.3 Hypotheses -- 3 Method -- 3.1 Participants and Design -- 3.2 Measures -- 3.2.1 Social Closeness -- 3.2.2 Perceived Satisfaction of Collaborative Learning -- 4 Results -- 4.1 The Impact of Demographic Factors on Social Closeness and Collaborative Learning -- 4.2 Impact of Social Closeness on Collaborative Learning -- 5 Discussion -- 6 Conclusion -- References -- Chapter 8: Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool -- 1 Introduction -- 2 Previous Works -- 2.1 Participatory Design -- 2.2 Learning Analytics Dashboard -- 3 RQ1.1: Transposition of a Tangible Tool to a Digital Tool -- 3.1 Material -- 3.1.1 The PADDLE Method -- 3.1.2 Transposition of Relevant Properties of PADDLE -- 3.1.3 The ePADDLE Method -- 3.1.4 Additional Data Collected with ePADDLE to Evaluate Collaboration -- 3.2 Method and Data Collected -- 3.2.1 Conditions and Methodology of the Experiment with PADDLE -- 3.2.2 Conditions and Methodology of the Experiment with ePADDLE -- 3.2.3 Method -- 3.3 Results of the Experiments -- 4 Discussion -- 5 RQ1.2: Digital Tool Used in Face-to-Face -- 5.1 Material and Method -- 5.2 Results -- 5.3 Discussion -- 6 Conclusion and Perspectives -- References -- Chapter 9: A Comparative Analysis of Approaches to Design and Capitalize Data Indicators -- 1 Introduction -- 2 Related Works -- 3 Capitalization: Definition and Concepts. 327 $a3.1 Defining Data Indicator Capitalization -- 3.2 Criteria to Compare Approaches in Data Indicator Design -- 3.2.1 Appropriability -- 3.2.2 Reusability -- 3.2.3 Shareability -- 3.2.4 Adaptability -- 4 Comparing Data Indicator Design Approaches -- 4.1 Selection of Indicator Design Approaches -- 4.2 Literature Review Grid -- 5 Conclusion -- References -- Part II: Practice-Based Perspectives -- Chapter 10: Analyzing Students' Computational Thinking and Programming Skills for Mathematical Problem Solving -- 1 Introduction -- 2 Literature Review and Theoretical Basis -- 2.1 Mathematical Thinking (MT) -- 2.2 Computational Thinking (CT) -- 2.3 Programming -- 2.4 Connecting MT, CT, and Programming -- 3 Methodology -- 3.1 Context of the Study, Research Question, and Methods -- 3.2 The Task -- 3.3 Group Work Activities -- 4 Results -- 4.1 Group 1 -- 4.2 Group 2 -- 4.3 Group 3 -- 5 Discussion -- 6 Pedagogical Implications -- 7 Limitations and Conclusions -- References -- Chapter 11: Development of Students' Problem-Solving Skills in Primary School Physics Lessons -- 1 Introduction -- 2 Higher-Order Thinking Skills and Technology-Enriched Learning Environment -- 3 Methodology -- 3.1 Research Design -- 3.2 Procedure and Data Collection -- 3.2.1 Problem-Solving Skills -- 3.2.2 Students' Survey -- 4 Results -- 4.1 Effect of the Intervention to Students' Problem-Solving Skills -- 4.2 Survey -- 5 Discussion -- 6 Conclusion -- References -- Chapter 12: Assessing COMPER Environment to Support Self-Regulation During Autonomous Work -- 1 Introduction -- 2 Supporting Students' Autonomous Work at the University -- 2.1 Promoting SRL Strategies -- 2.2 Exercisers, Activity Visualization, and SRL -- 3 Supporting Self-Regulation in an Introductory Shell Programming Course -- 3.1 The Observed Tools -- 3.2 Implementation of the Tools in a Distance Learning Programming Course. 327 $a3.3 Research Questions -- 4 Study -- 4.1 Participants -- 4.2 Collected Data -- 5 Results -- 5.1 Learners' Abilities to Implement SRL Strategies -- 5.2 Analysis of COMPER Project's Combination Use and Usefulness -- 5.2.1 Analysis of the Exerciser Platform's Uses and Usefulness -- 5.2.2 Analysis of the OLM Module's Uses and Usefulness -- 5.3 SRL Profiles and Services Used -- 5.3.1 OLM Module Usability -- 5.3.2 Comparison of the Four Visualizations -- 6 Discussion -- 6.1 Usability and Implementation of Tools -- 6.2 Usefulness of the Tools -- 7 Conclusion -- References -- Chapter 13: Reflective Teacher Education in the Digital Age -- 1 Introduction -- 2 Rationale of the Research Project -- 3 Study Design and Methodology -- 4 Results -- 4.1 Development and Implementation of the Learning Design -- 4.2 Data Collection and Analysis -- 5 AI-Based Development Potentials -- 5.1 AIED: Artificial Intelligence in Education -- 5.2 AI Applications in Education -- 5.3 Implementation Approach of the Intelligent Tutoring System -- 5.4 Conceptual Implementation of the Intelligent Tutoring System in Teacher Education Processes -- 6 Conclusion and Discussion -- References -- Chapter 14: Examining of Learners' Usage in Assessment Management System Which Integrated Adaptive Mastery Testing -- 1 Introduction -- 1.1 Adaptive Mastery Testing (AMT) -- 2 Method -- 2.1 Participants -- 2.2 Adaptive Mastery Testing Environment -- 2.2.1 Presentation Model and Learner Interface -- 2.2.2 Learner/User Model -- 2.2.3 Assessment Model -- 2.2.4 Domain Model -- 2.2.5 Item Pool -- 2.3 Data Collection Tools and Data Analysis -- 3 Findings -- 3.1 Participation Structure of the Learners on Adaptive Mastery Testing Environment -- 3.2 Examining of the Learners' Usage of Adaptive Mastery Testing -- 4 Conclusion -- References -- Index. 330 $aThis book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. 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