LEADER 03366nam 2200577 450 001 9910817769303321 005 20240125165840.0 010 $a3-11-054812-7 024 7 $a10.1515/9783110549928 035 $a(CKB)3340000000003191 035 $a(MiAaPQ)EBC4947069 035 $a(DE-B1597)482287 035 $a(OCoLC)1001368226 035 $a(OCoLC)1002252029 035 $a(DE-B1597)9783110549928 035 $a(Au-PeEL)EBL4947069 035 $a(CaPaEBR)ebr11423811 035 $a(CaONFJC)MIL1026920 035 $a(EXLCZ)993340000000003191 100 $a20170911h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aMetaphor in communication, science and education /$fedited by Francesca Ervas, Elisabetta Gola, Maria Grazia Rossi 210 1$aBerlin, [Germany] :$cDe Gruyter Mouton,$d2017. 210 4$dİ2017 215 $a1 online resource (332 pages) 225 1 $aApplications of Cognitive Linguistics,$x1861-4078 ;$vVolume 36 311 $a3-11-054748-1 311 $a3-11-054992-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $tFrontmatter --$tTable of contents --$tHow embodied cognition still matters to metaphor studies --$tMetaphor and metonymy in folk and expert theories of emotion --$tMetaphor and Metamorphosis --$tIs language necessary to interpret visual metaphors? --$tEmbodied Simulation and metaphorical gestures --$tAudiovisual metaphors and metonymies of emotions and depression in moving images --$tLeading the war at home and winning the race abroad: Metaphors used by President Obama to frame the fight against climate change --$tSecret codes of metaphor: Anatomy of architecture --$tSome observations about metaphors in specialised languages --$tClassical physics as a metaphorical tool for evoking quantum world --$tIntegration and differentiation at the basis of metaphor: dexterity in behaviour and degeneracy in the nervous system --$tBuilding metaphors: Constitutive narratives in science --$tIdentification and understanding of medical metaphors by non-experts --$tEliciting metaphor in education research: Is it really worth the effort? --$tTeaching (in) metaphors --$tMetaphoricity in English L2 learners? prepositions --$tMetaphor and the shaping of educational thinking --$tIndex 330 $aThis collection of papers presents some recent trends in metaphor studies that propose new directions of research on the embodied cognition perspective. The overall volume, in particular, shows how the embodied cognition still remains a relevant approach in a multidisciplinary research on the communicative side of metaphors, by focusing on both comprehension processes in science as well as learning processes in education. 410 0$aApplications of cognitive linguistics ;$vVolume 36. 606 $aMetaphor 610 $aEmbodied Cognition. 610 $aMetaphor. 615 0$aMetaphor. 676 $a808 702 $aErvas$b Francesca 702 $aGola$b Elisabetta 702 $aRossi$b Maria Grazia$f1984- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817769303321 996 $aMetaphor in communication, science and education$93918067 997 $aUNINA LEADER 05740nam 22006855 450 001 9910632475403321 005 20251009103132.0 010 $a9789811955877 010 $a9811955875 024 7 $a10.1007/978-981-19-5587-7 035 $a(MiAaPQ)EBC7145512 035 $a(Au-PeEL)EBL7145512 035 $a(CKB)25456502600041 035 $a(OCoLC)1351752216 035 $a(DE-He213)978-981-19-5587-7 035 $a(EXLCZ)9925456502600041 100 $a20221123d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping Online Teaching in Higher Education $eGlobal Perspectives on Continuing Professional Learning and Development /$fedited by Dianne Forbes, Richard Walker 205 $a1st ed. 2022. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2022. 215 $a1 online resource (219 pages) 225 1 $aProfessional and Practice-based Learning,$x2210-5557 ;$v29 311 08$aPrint version: Forbes, Dianne Developing Online Teaching in Higher Education Singapore : Springer,c2022 9789811955860 320 $aIncludes bibliographical references. 327 $aChapter 1. Setting the Scene, an editorial introduction -- Part I: The impact of societal change on CPLD -- Chapter 2. Professional Accreditation Pathways in HE: Enabler or block to TEL professional development? -- Chapter 3. Inquiry MOOCs: Privileging constructive collaborative learning for continuous professional development -- Chapter 4. Get Interactive: The Value of a MOOC for Professional Learning and Development -- Chapter 5. Professional learning for open online educators: The #Openteach story -- Part II: Institutional influences driving CPLD -- Chapter 6. Responding to COVID-19 through capacity-building for remote teaching: A bi-continental comparative analysis -- Chapter 7. GCU Going Digital: Responsive Curriculum Design Toolkit -- Chapter 8. Lock down and Log on: Learning from student and staff experiences of emergency online teaching -- Part III: Middle-out, programme driven CPLD -- Chapter 9. Swift preparation for online teaching during pandemic: An experience sharing from healthcareteaching in Hong Kong -- Chapter 10. Emergency designs: Lessons for the rapid implementation of online teaching -- Chapter 11. Supporting emergency remote teaching via a responsive training program -- Chapter 12. Building situated, sustainable partnerships in learning: A scalable approach to enhancing online teaching practice through CPLD and learning design -- Chapter 13. Co-design as professional development: Pulling each other in different directions, pulling together -- Chapter 14. Share sessions: A new solution to academic professional learning and development in higher education -- Part IV: Inside-out, individual experiences of CPLD -- Chapter 15. Finding pathways to creative learning and teaching online -- Chapter 16. Preserving the human element in the online course development process in higher education: A RARE model approach -- Chapter 17. Treading the waters of motherhood and academia during a pandemic -- Chapter 18. Informal, grassroots online professional learning, the experiencesof teacher educators in Higher Education -- Chapter 19. Cross-cultural mentoring in tertiary education: Enhancing self-efficacy through collaboration and openness in online professional learning -- Chapter 20. From physical to virtual: Reflections on the move from the lecture hall to the cyber classroom -- Chapter 21. Conclusion - a chapter by the editors to summarise key trends and findings, and to forecast future directions. 330 $aThis book serves as a reference point to inform continuing professional learning and development (CPLD) initiatives at both individual and institutional levels. It serves as a guide for faculty engaged in online teaching within the higher education sector, in universities and vocational education institutions. It moves beyond a technology-driven approach by emphasising pedagogy and design as key issues in online teaching practice. It will highlight challenges to staff engagement and how they may be overcome, drawing on evidence-based examples and models of CPLD from institutions around the world. It is underpinned by a framework that emphasises the need for CPLD that is sustainable and adaptable to a range of contexts, particularly in professional learning and development. This book also highlights practices aimed at sustainable, continuing, learning, and brings together a range of solutions and suggestions to assist educators and institutions with CPLD. 410 0$aProfessional and Practice-based Learning,$x2210-5557 ;$v29 606 $aEducation, Higher 606 $aEducational technology 606 $aProfessional education 606 $aVocational education 606 $aTeaching 606 $aHigher Education 606 $aDigital Education and Educational Technology 606 $aProfessional and Vocational Education 606 $aPedagogy 615 0$aEducation, Higher. 615 0$aEducational technology. 615 0$aProfessional education. 615 0$aVocational education. 615 0$aTeaching. 615 14$aHigher Education. 615 24$aDigital Education and Educational Technology. 615 24$aProfessional and Vocational Education. 615 24$aPedagogy. 676 $a354.81150006 702 $aForbes$b Dianne 702 $aWalker$b Richard 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910632475403321 996 $aDeveloping online teaching in higher education$93084819 997 $aUNINA