LEADER 01269cam0-2200373---450- 001 990006511290403321 005 20130509162120.0 035 $a000651129 035 $aFED01000651129 035 $a(Aleph)000651129FED01 035 $a000651129 100 $a20010426g19721978km-y0itay50------ba 101 0 $afre 102 $aFR 105 $a--------001ey 200 1 $aCorrespondance$fMadame de Sevigne$gtexte établi, présenté et annoté par Roger Duchêne 210 $aParis$cGallimard$d1972-1978 215 $a3 v.$d18 cm 225 1 $aBibliothèque de la Pléiade 327 1 $a1.: Mars 1646 - juillet 1675. - 1972$a2.: Juillet 1675 - septembre 1680. - 1974$a3.: Septembre 1680 - avril 1696. - 1978 676 $a846.4 700 1$aSévigné,$bMarie : de Rabutin Chantal, marquise de$f<1626-1696>$0396698 702 1$aDuchêne,$bRoger$f<1930-2006> 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006511290403321 952 $a846.4 SEVI 1(1)$bIst.f.m.32260$fFLFBC 952 $a846.4 SEVI 1(2)$bIst.f.m.32186$fFLFBC 952 $a846.4 SEVI 1(3)$bIst.f.m.31892$fFLFBC 952 $aCOLLEZ. 660 (155)$b15217-15218-15219$fFSPBC 959 $aFSPBC 959 $aFLFBC 996 $aCorrespondance$9654942 997 $aUNINA LEADER 01090nam a2200265 i 4500 001 991000492509707536 008 040226s2002 it 001 0 ita d 020 $a856402 035 $ab12624937-39ule_inst 040 $aDip.to Filologia Ling. e Lett.$bita 100 1 $aAngiolini, Enrico$0251574 245 13$aLa Signoria di Malatesta dei sonetti Malatesti, (1391-1429) /$ca cura di Enrico Angiolini e Anna Falcioni ; premessa di Leardo Mascanzoni 260 $aRimini :$bBruno Ghigi Editore ;$v2002 300 $av, 234 p. ;$c2002 440 0$aCentro Studi Malatestiani-Rimini ;$v16 504 $aInclude indici (p.211-234) 650 4$aMalatesta, Malatesti$xSonetti 700 1 $aFalcioni, Anna 700 1 $aMascanzoni, Leardo 907 $a.b12624937$b21-09-06$c26-02-04 912 $a991000492509707536 945 $aLE008 LLI O II 86$g1$i2008000038403$lle008$nMasieri$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13117841$z26-02-04 996 $aSignoria di Malatesta dei sonetti Malatesti, (1391-1429$9275983 997 $aUNISALENTO 998 $ale008$b26-02-04$cm$da $e-$fita$git $h3$i0 LEADER 13242nam 22006375 450 001 9910831020203321 005 20240318081309.0 010 $a9783031530227 010 $a3031530225 024 7 $a10.1007/978-3-031-53022-7 035 $a(CKB)30313812600041 035 $a(MiAaPQ)EBC31131981 035 $a(Au-PeEL)EBL31131981 035 $a(DE-He213)978-3-031-53022-7 035 $a(OCoLC)1420627330 035 $a(EXLCZ)9930313812600041 100 $a20240206d2024 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTowards a Hybrid, Flexible and Socially Engaged Higher Education $eProceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3 /$fedited by Michael E. Auer, Uriel R. Cukierman, Eduardo Vendrell Vidal, Edmundo Tovar Caro 205 $a1st ed. 2024. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2024. 215 $a1 online resource (531 pages) 225 1 $aLecture Notes in Networks and Systems,$x2367-3389 ;$v901 311 08$a9783031530210 327 $aIntro -- Preface -- Committees -- Contents -- Engineering Pedagogy Education -- Determinants for the Formation of a Fractality-Based Educational Environment in Engineering Pedagogical Education -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Systems Thinking Among Engineering Students -- 1 Introduction -- 2 Theoretical Background -- 3 Research Objective and Questions -- 4 Methodology -- 4.1 Participants -- 4.2 Procedure -- 4.3 Instruments -- 5 Findings -- 6 Discussion and Conclusion -- References -- How to Accompany the First-Year Student in Massified Higher Education? the Example of a Semester to Bounce Back -- 1 The Context -- 2 Supporting Self-questioning Students -- 3 A Space for Remotivation at University -- 4 Recruitment and Characteristics of Enrolled Students -- 5 A Space to Rethink a Professional or Study Plan -- 6 Conclusions -- References -- Developing Pedagogical Content Tasks in Research Methods Training of Future Vocational Teachers -- 1 Introduction -- 2 Literature Review -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- A Qualitative Assessment of ChatGPT Generated Code in the Computer Science Curriculum -- 1 Introduction -- 2 Background -- 3 Code Examples -- 3.1 Early Learners -- 3.2 Advanced Students -- 3.3 Additional Programs -- 4 Observations -- 5 Conclusion -- References -- Design and Implementation of the Integrated Program for the Master of Engineering Course in Welding Engineering Technology, KMUTNB Harmonize to International Welding Engineer, IIW Responding to the Need of Thailand 4.0/IR 4.0 -- 1 Introduction -- 2 Purpose or Goal -- 3 Approach -- 4 Analysis. 327 $a5 Comparative Analysis of Compatibility for Master of Engineering in Welding Engineering Technology (MWET) Harmonizes to the International Welding Engineer (IWE) -- 5.1 Overviews on the Missions of CIT/KMUTNB and WIT/IIW -- 5.2 Three-Stages Model of the Integrated Program -- 5.3 Implementation -- 5.4 Output/Outcome -- 6 Conclusion -- References -- Attitudes of Engineers Towards Ethics and Prospects for Education -- 1 Introduction -- 2 Methods -- 3 Results -- 4 Discussion -- 5 Conclusions -- References -- Inclusion of the Sustainable Development Goals in an Engineering - Biomimetics and Sustainability - Course Curricula -- 1 Introduction -- 1.1 Education for Sustainable Development -- 1.2 Biomimicry as a Framework for Sustainable Development -- 1.3 Justification of This Work -- 2 Methodology -- 2.1 Pedagogical Strategy -- 2.2 Assessment and Data Analysis -- 3 Results and Discussion -- 4 Conclusion -- References -- Learning Content Revisited: Basis for Creating a System of Educational (Pedagogical) Activities -- 1 Introduction -- 2 Background -- 3 Methodology and Results of the Pilot Study -- 3.1 Pilot Study with Publishers -- 3.2 Pilot Study of Teachers' Curriculum "Reading" Skills -- 4 Discussion -- 5 Conclusions -- References -- IGIP Prototype Curriculum in Lifelong Professional Pedagogical Development of Technical Teachers -- 1 Context -- 2 Goal and Approach -- 3 Actual Outcomes -- 3.1 The Model of Lifelong Pedagogical Professionalism Development of TPU -- 3.2 The Model of Lifelong Professional Education of Teaching Staff Under the International Project ENTER -- 3.3 The Model of Integrated Training of PhD Students for Pedagogical Activity in Skoltech -- 3.4 The Model of Engineering Pedagogical Continuing In-Service Education in TUT -- 4 Conclusions -- References. 327 $aDevelopment of Social Activity of Engineers-Pedagogues as a Social Skill in Online Education -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Educational Role-Playing Games in the Normative Behavior Development of Future Engineer-Teachers -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Pedagogical Approach for BUILD2050 Pilot Training Project -- 1 Introduction -- 2 Project Features -- 3 Pedagogical Framework for BUILD2050 -- 3.1 Step 1 - Setting the Learning Objectives -- 3.2 Step 2 - Designing the Learning Structure -- 3.3 Step 3 - Setting the Learning Activities -- 3.4 Step 4 - Developing the Didactic Resources -- 3.5 Step 5 - Implementing and Evaluating the Pedagogical Framework -- 4 Results of the Pedagogical Framework Application -- 5 Conclusions -- References -- Enhancing Learning Activities Using Innovation Based Problem-Solving Process in Promoting Practical Skills of Electrical Technology -- 1 Introduction -- 2 Research Purpose -- 3 Learning and Teaching Theories -- 3.1 Problem-Solving Skill -- 3.2 Behavioral Theories -- 3.3 Educational Innovation -- 4 Development of Learning Activities and Innovative Media -- 4.1 Development of Innovation-Based Problem-Solving Process -- 4.2 Development of Innovative Teaching Packages -- 4.3 Implementation in Innovation Based Problem-Solving Processes -- 5 Research Results -- 5.1 The Quality Evaluation of the Innovative Media Packages -- 5.2 The Evaluation of Solving Problem-Based Competencies -- 5.3 The Evaluation of Learning Achievement -- 6 Summary -- References. 327 $aDevelopment of Laboratory-Based Learning and Teaching Activities of Communication Systems for 21st Century Innovative Learning Skills -- 1 Introduction -- 2 Research Purpose -- 3 Development of Laboratory-Based Learning -- 4 Development of Laboratory-Based Instructional Package -- 5 Implementation of Research Tools -- 6 Research Results -- 6.1 The quality of the Laboratory-Based Learning Model -- 6.2 The Evaluation of the Learning Achievement of Learners -- 6.3 The Satisfaction of the Learners -- 7 Summary -- References -- Development of a Simulation Tool for Electromagnetism Education -- 1 Introduction -- 2 Finite Element Method in ONELAB Environment -- 2.1 Boundary Conditions and Meshing -- 2.2 Governing Equations and Solvers -- 3 Simulations Developed -- 4 Mobile Application -- 5 Conclusions -- References -- Practicing the Engineering Fundamentals in a Project-Based Design and 3D Printing Course -- 1 Introduction -- 2 The Course -- 2.1 The Course Lectures -- 2.2 The Design Tasks -- 3 The Study -- 4 Findings -- 4.1 The Course Impact on Students' Outcomes -- 4.2 Students' Perceptions -- 5 Conclusion -- References -- Open Digital Badges and Micro-accreditation in the International Engineering Educator Certification Program (IEECP) -- 1 Introduction -- 2 Background -- 3 International Engineering Educator Certification Program (IEECP) in Latin America -- 3.1 Competency Based Approach Model of the IEECP -- 3.2 Competency Based Approach and LO Assessment in the IEECP LMS -- 3.3 IEECP Motivation and Decisions about OB and MA -- 4 Open Badges in Moodle -- 4.1 Open Badges v2.0 Standard, Open Badge Factory Integration -- 4.2 Learning Outcomes, Competencies and OB -- 4.3 IEECP Moodle Configuration to Support OB -- 5 IEECP Teaching and Learning Practices -- 6 IEECP Participants Opinion -- 7 Conclusions -- References. 327 $aDoes Hedy, the Gradual Programming Language Help Computing Undergraduates to Learn Programming? -- 1 Introduction -- 2 Materials and Method -- 2.1 Addressing RQ1: Perspective of Hedy -- 2.2 Addressing RQ2: Understanding of Python -- 2.3 Addressing RQ3: Programming Performance -- 3 Results and Discussion -- 3.1 Perspective of Hedy -- 3.2 Understanding of Python -- 3.3 Programming Performance -- 4 Conclusion -- References -- Empowering Diverse Learners: Embracing Culturally Relevant Pedagogy (CRP) in Engineering, Higher Education, and K-12 Settings -- 1 Introduction -- 2 Culturally Relevant Pedagogy (CRP) in Engineering -- 2.1 Critical Consciousness -- 2.2 Transformative Practices -- 2.3 Retention -- 2.4 Social Justice -- 3 Culturally Relevant Pedagogy (CRP) in Higher Education -- 3.1 Promoting Inclusiveness -- 3.2 Math Readiness -- 3.3 Internationalization of Higher Education -- 4 Culturally Relevant Pedagogy (CRP) in K-12 -- 4.1 Connections with Course Contents -- 4.2 Academic Performance and Racial Views -- 4.3 Funds of Knowledge (FoK) -- 5 Conclusion -- References -- A Theory-Based Concept for Fostering Sustainability Competencies in Engineering Programs -- 1 Introduction -- 2 Methodology -- 3 Analysis of the EER-Landscape on the Topic of Sustainability Education in Engineering Studies -- 4 Theory-Based Teaching Concept for Sustainable Engineering Education -- 4.1 Teaching Concept for Sustainable Competences in Engineering -- 4.2 Implementation -- 4.3 Student's Feedback -- 5 Summary -- References -- Using Digital Laboratories for the Development of Students' Engineering Thinking -- 1 Introduction -- 2 Methods -- 3 Results -- 4 Conclusion -- References -- Interactive Algorithms: A Didactic Strategy for Non-programmers -- 1 Introduction -- 2 Computing and Programming Languages -- 3 Algorithms and Learning. 327 $a4 Interactive Algorithm Programming Methodology. 330 $aThis book contains papers in the fields of engineering pedagogy education, research in engineering pedagogy, and games in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ?pure? scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc. 410 0$aLecture Notes in Networks and Systems,$x2367-3389 ;$v901 606 $aComputational intelligence 606 $aEducation$xData processing 606 $aComputational Intelligence 606 $aComputers and Education 615 0$aComputational intelligence. 615 0$aEducation$xData processing. 615 14$aComputational Intelligence. 615 24$aComputers and Education. 676 $a378.17 700 $aAuer$b Michael E$01076726 701 $aCukierman$b Uriel R$01592177 701 $aVendrell Vidal$b Eduardo$01592178 701 $aTovar Caro$b Edmundo$01592179 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910831020203321 996 $aTowards a Hybrid, Flexible and Socially Engaged Higher Education$93908296 997 $aUNINA