LEADER 02695nam 2200637 450 001 9910138997303321 005 20200520144314.0 010 $a1-118-37588-2 010 $a1-118-37586-6 010 $a1-118-37587-4 035 $a(CKB)2550000001130065 035 $a(EBL)1471793 035 $a(OCoLC)855977648 035 $a(SSID)ssj0001002348 035 $a(PQKBManifestationID)11534572 035 $a(PQKBTitleCode)TC0001002348 035 $a(PQKBWorkID)10995985 035 $a(PQKB)10087656 035 $a(DLC) 2013033376 035 $a(Au-PeEL)EBL1471793 035 $a(CaPaEBR)ebr10784818 035 $a(CaONFJC)MIL530112 035 $a(CaSebORM)9781118375891 035 $a(MiAaPQ)EBC1471793 035 $a(EXLCZ)992550000001130065 100 $a20131106d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe really useful elearning instruction manual $eyour toolkit for putting elearning into practice /$fRob Hubbard ; cover design, Andrew Ward 205 $a1st edition 210 1$aChichester, England :$cWiley,$d2013. 210 4$d©2013 215 $a1 online resource (234 p.) 300 $aIncludes index. 311 $a1-118-37589-0 311 $a1-299-98861-X 320 $aIncludes bibliographical references and index. 327 $aSo what is elearning? / Clive Shepherd -- Getting the business on board / Laura Overton -- Build in-house, buy off-the-shelf or outsource? / Jane Bozarth -- Production processes ? making it happen / Lars Hyland -- Index. 330 $aTechnology has revolutionised every aspect of our lives and how we learn is no exception. The trouble is; the range of elearning technologies and the options available can seem bewildering. Even those who are highly experienced in one aspect of elearning will lack knowledge in some other areas. Wouldn't it be great if you could access the hard-won knowledge, practical guidance and helpful tips of world-leading experts in these fields? Edited by Rob Hubbard and featuring chapters written by global elearning experts: Clive Shepherd, Laura Overton, Jane Bozarth, Lars Hyland, Rob Hubbard, Julie 606 $aComputer-assisted instruction 606 $aEducational technology 615 0$aComputer-assisted instruction. 615 0$aEducational technology. 676 $a371.33/4 700 $aHubbard$b Rob$f1975-$0890582 701 $aWard$b Andrew$0890583 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910138997303321 996 $aThe really useful elearning instruction manual$91989413 997 $aUNINA LEADER 01017nam a22002771i 4500 001 991004082809707536 005 20040717092753.0 008 040802s1974 it a||||||||||||||||ita 035 $ab13170375-39ule_inst 035 $aARCHE-112298$9ExL 040 $aBiblioteca Interfacoltà$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a133.6 100 1 $aDurville , Simon$0490838 245 10$aChi sono io? ...e tu, chi sei? /$cSimon Durville ; disegni di Jean-Jacques Boyer 260 $a[Milano] :$bA. Mondadori,$c1974 300 $a405 p. :$bill. ;$c20 cm 650 4$aAstrologia 650 4$aChiromanzia 650 4$aSogno 700 1 $aBoyer, Jean-Jacques 907 $a.b13170375$b02-04-14$c05-08-04 912 $a991004082809707536 945 $aLE002 Fondo Giudici N 1303$g1$iLE002G-14282$lle002$nC. 1$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i13810364$z05-08-04 996 $aChi sono io? ...e tu, chi sei$9312343 997 $aUNISALENTO 998 $ale002$b05-08-04$cm$da $e-$fita$git $h0$i1 LEADER 04702oam 2200637I 450 001 9910779700603321 005 20230803020454.0 010 $a1-135-09640-6 010 $a0-203-07170-0 010 $a1-299-44815-1 010 $a1-135-09641-4 024 7 $a10.4324/9780203071700 035 $a(CKB)2550000001018439 035 $a(EBL)1163780 035 $a(OCoLC)836402645 035 $a(SSID)ssj0000855938 035 $a(PQKBManifestationID)12458829 035 $a(PQKBTitleCode)TC0000855938 035 $a(PQKBWorkID)10807599 035 $a(PQKB)10199874 035 $a(MiAaPQ)EBC1163780 035 $a(Au-PeEL)EBL1163780 035 $a(CaPaEBR)ebr10682870 035 $a(CaONFJC)MIL476065 035 $a(OCoLC)839389055 035 $a(OCoLC)836201748 035 $a(FINmELB)ELB134055 035 $a(EXLCZ)992550000001018439 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aContextualising narrative inquiry $edeveloping methodological approaches for local contexts /$fedited by Sheila Trahar 210 1$aAbingdon, Oxon :$cRoutledge,$d2013. 215 $a1 online resource (410 p.) 300 $aDescription based upon print version of record. 311 $a0-415-53638-3 311 $a0-415-53637-5 320 $aIncludes bibliographical references and index. 327 $aCover; Half Title; Full Title; Copyright; Contents; Contributors; Preface; Acknowledgements; 1 What's in a sign? Narrative inquiry and deaf storytellers; 2 Private lives, public property: Narrating the lives of mothers whose children have significant Special Needs; 3 Looking down on the world from a wooden balcony: A narrative autoethnographic study of voluntary celibacy; 4 Workplace bullying in higher education: A victim's perspective; 5 'The teeth and the tongue': A narrative inquiry journey in Ghana; 6 Seeing with new eyes: Becoming a narrative inquirer in higher education practice 327 $a7 Narrative inquiry in a divided island: Dealing with sensitive and complex methodological issues in Cyprus8 A conversation with Ah Leung; 9 Catalan teacher meets Chilean researcher: (De)constructing subjectivities through the interplay of textual narratives; 10 No horror stories to tell: Critical moments in exploring the literacy practices of Jamaican-born elders in the UK; 11 Words collide, mindsets remain: A journey of cross-cultural narrative inquiry; Index 330 $a"Narrative inquiry is growing in popularity as a research methodology in the social sciences, medicine and the humanities. In narrative inquiry, the transparency of interactions between researcher and research participants, together with rich, contextual descriptions, help to shape and structure research texts rendering them engaging and readable. Contextualising Narrative Inquiry argues that all researchers should foreground the importance of the context in which research takes place and develop methodological approaches that are grounded in their local contexts. To do so, they need to pay attention to how knowledge is constructed, shared and understood in those contexts. This is particularly important when contexts have been subjugated historically through colonialism and when local, indigenous ways of knowing have been ignored or dismissed. The contributors to this edited collection have all used narrative inquiry for a range of topics and in a range of contexts, including: Leadership styles of Asian women The Deaf community in the UK Voluntary celibacy in Malta Administrators in Ghanaian higher education Multiculturalism in primary education in Cyprus Teacher identities in Hong Kong The reflective practitioner in higher education in Malaysia. The diversity of the topics illuminates the potential for narrative inquiry to be used to investigate a broad range of issues in many contexts by people with a wide range of backgrounds. A common thread throughout is a reflexive discussion of how each contributor used narrative inquiry as a methodological approach; highlighting not only its affordances, but also the complexities of using it in specific cultural, social and historical contexts"--$cProvided by publisher. 606 $aNarrative inquiry (Research method)$vCross-cultural studies 615 0$aNarrative inquiry (Research method) 676 $a001.4/2 686 $aEDU000000$aEDU003000$aEDU037000$2bisacsh 701 $aTrahar$b Sheila$01555341 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779700603321 996 $aContextualising narrative inquiry$93847092 997 $aUNINA