LEADER 05572 am 22006853u 450 001 9910166648503321 005 20230621135339.0 010 $a9781928396024$b(ebook) 010 $a9781928396017$b(PDF ebook) 035 $a(CKB)3710000001092114 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/39346 035 $a(EXLCZ)993710000001092114 100 $a20170313d2016uuuu fy| 0 101 0 $aeng 135 $aurm|#---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aSelf-directed learning research $ean imperative for transforming the educational landscape /$fedited by Elsa Mentz, Izak Oosthuizen 210 $aDurbanville$cAOSIS$d2016 210 1$aCape Town, South Africa :$cAOSIS,$d2016. 215 $a1 online resource (xxxi, 298 pages) $cillustrations; digital, PDF file(s) 311 08$a1928396011 320 $aIncludes bibliographical references and index. 327 $a1. The feasibility of grafting self-directed learning theory onto the capability theory --2. The affordances of case-based teaching for self-directed learning: a case study with first-year student teachers --3. Students? accountability and responsibility in problem-based learning: enhancing self-directed learning --4. Student support through cooperative base groups and its contribution to the development of self-directed learning skills --5. A self-directed learning approach to large-group teaching: an evaluation --6. Geography student tutors? facilitative skills in a problem-based learning environment --7. The enactment of problem-based approaches in pre-service mathematics and the levels of performance of teacher students in problem projects --8. Pre-service teacher students? expectations of self-directed learning in an undergraduate blended-learning course --9. Academic writing supported by digital technologies and the INcwadi-Mkhaphi (book-guide) in isiZulu folk-poetry education --Appendix 1. 330 3 $aThis book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problem based learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom. 606 $aSelf-managed learning 606 $aBlended learning 606 $aCase-based reasoning 606 $aGroup work in education 606 $aTeachers$xTraining of 606 $aZulu (African people)$xEducation 606 $aEducation$zSouth Africa 610 $alarge-group teaching 610 $acooperative learning 610 $aproblem-based learning 610 $aacademic writing 610 $acase-based teaching 610 $ablended learning 610 $aself-directed learning 610 $aAutodidacticism 610 $aAutonomy 610 $aMathematics 610 $aSouth Africa 610 $aZulu language 615 0$aSelf-managed learning. 615 0$aBlended learning. 615 0$aCase-based reasoning. 615 0$aGroup work in education. 615 0$aTeachers$xTraining of. 615 0$aZulu (African people)$xEducation. 615 0$aEducation 676 $a374.0019 700 $aOosthuizen$b Izak$4auth$01361994 702 $aMentz$b Elsa$f1959- 702 $aOosthuizen$b I. J. 801 2$bUkMaJRU 912 $a9910166648503321 996 $aSelf-directed learning research$93386204 997 $aUNINA LEADER 03508nam 2200637 450 001 9910789374803321 005 20231206220922.0 010 $a1-00-333817-8 010 $a1-000-79328-1 010 $a1-003-33817-8 010 $a87-92982-99-9 010 $a9788792982858 035 $a(CKB)3710000000094828 035 $a(EBL)3400135 035 $a(SSID)ssj0001327496 035 $a(PQKBManifestationID)11774574 035 $a(PQKBTitleCode)TC0001327496 035 $a(PQKBWorkID)11270901 035 $a(PQKB)10822139 035 $a(Au-PeEL)EBL3400135 035 $a(CaPaEBR)ebr10852711 035 $a(OCoLC)878145290 035 $a(Au-PeEL)EBL7099423 035 $a(MiAaPQ)EBC3400135 035 $a(MiAaPQ)EBC7099423 035 $a(EXLCZ)993710000000094828 100 $a20230225d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFemtocells $esecure communication and networking /$fMarcus Wong 210 1$aAalborg, Denmark :$cRiver Publishers,$d[2013] 210 4$dİ2013 215 $a1 online resource (228 p.) 225 1 $aRiver Publishers Series in Communications 300 $aDescription based upon print version of record. 311 $a87-92982-85-9 320 $aIncludes bibliographical references. 327 $a""Cover""; ""Contents""; ""Preface""; ""I: Getting Started""; ""1 Introduction""; ""1.1 1G and Analog Systems""; ""1.2 2G Systems""; ""1.3 3G""; ""1.4 4G""; ""1.5 Femtocells""; ""2 3GPP Architecture and the Femtocell""; ""2.1 UMTS Architecture""; ""2.2 LTE""; ""2.3 Femtocells and Femtocell Architecture""; ""II: Securing the Femtocells""; ""3 Security of Femtocells""; ""3.1 UMTS and LTE Security""; ""3.2 Femtocell Security""; ""3.3 Case Study on Attacks of the Femtocells""; ""4 CDMA Femtocells""; ""4.1 Variations in CDMA Femto Architecture""; ""4.2 CDMA Femtocell Security"" 327 $a""4.3 Security Mechanisms and Procedures""""4.4 Differences between CDMA and UMTS/LTE Femtocells""; ""5 WiMAX Femtocells""; ""5.1 WiMAX Architecture and the Femto""; ""5.2 WiMAX Femto Functional Components""; ""5.3 WiMAX Femto Security Features and Mechanisms""; ""5.4 Differences between WiMAX and 3GPP/CDMA Femtocells""; ""6 LIPA and SIPTO""; ""6.1 Security Considerations in LIPA and SIPTO""; ""6.2 In Short""; ""7 Security Profiles and IKEv2 Call Flow""; ""7.1 Security Profiles""; ""7.2 IKEv2 Example Call Flow Used in 3GPP""; ""III: From Femtocells to Small Cells"" 327 $a""8 From Femtocells to Small Cells""""8.1 Small Cells""; ""8.2 Small Cells and Wi-Fi""; ""IV: Outlook and Concluding Remarks""; ""9 Conclusion and Outlook""; ""Annex""; ""A.1 Sample of TR-069 FMS Security Related Parameters""; ""A.2 WiMAX SON""; ""A.3 CDMA2000 Authentication""; ""A.3.1 Global Challenge""; ""A.3.2 Unique Challenge""; ""Glossary""; ""Bibliography""; ""About the Author"" 330 $aA considerable amount of effort has been devoted, both in industry forums and standards developing organizations, towards creating technical specifications for the architecture, operational, and security of the Femtocells. 410 0$aRiver Publishers series in communications. 606 $aFemtocells 615 0$aFemtocells. 676 $a621.3821 700 $aWong$b Marcus$01557735 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789374803321 996 $aFemtocells$93821578 997 $aUNINA