LEADER 00372nas 2200157z- 450 001 9910872294003321 035 $a(CKB)4920000004029449 035 $a(EXLCZ)994920000004029449 100 $a20240716cuuuuuuuu -u- - 101 0 $aeng 200 00$aSocial Change 210 $aIndia 906 $aJOURNAL 912 $a9910872294003321 996 $aSocial change$959360 997 $aUNINA LEADER 01532nam 2200361z- 450 001 9910688568603321 005 20210212 010 $a1000023002 035 $a(CKB)4920000000101471 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/61958 035 $a(oapen)doab61958 035 $a(EXLCZ)994920000000101471 100 $a20202102d2011 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aVerification-based software-fault detection 210 $cKIT Scientific Publishing$d2011 215 $a1 online resource (XVII, 264 p. p.) 311 08$a3-86644-676-4 330 $aSoftware is used in many safety- and security-critical systems. Software development is, however, an error-prone task. In this work new techniques for the detection of software faults (or software ""bugs"") are described which are based on a formal deductive verification technology. The described techniques take advantage of information obtained during verification and combine verification technology with deductive fault detection and test generation in a very unified way. 610 $aDynamic Logic 610 $aFault Detection 610 $aModel Generation 610 $aTest Generation 610 $aTheorem Proving 700 $aGladisch$b Christoph David$4auth$01351836 906 $aBOOK 912 $a9910688568603321 996 $aVerification-based software-fault detection$93136462 997 $aUNINA LEADER 04549nam 22006135 450 001 9911049149603321 005 20260102122747.0 010 $a3-032-13520-6 024 7 $a10.1007/978-3-032-13520-9 035 $a(CKB)44769984800041 035 $a(MiAaPQ)EBC32470755 035 $a(Au-PeEL)EBL32470755 035 $a(DE-He213)978-3-032-13520-9 035 $a(EXLCZ)9944769984800041 100 $a20260102d2026 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDesigning Curricula for Learner Autonomy and Engagement $eConnecting Notional Hours, Blended and Self-Regulated Learning /$fby Angelos Bollas, Cathryn Bennett 205 $a1st ed. 2026. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2026. 215 $a1 online resource (229 pages) 225 1 $aEducation Series 311 08$a3-032-13519-2 327 $aChapter 1. Understanding Learner Autonomy and Self-Regulated Learning -- Chapter 2. The Role of Notional Hours in Curriculum Design -- Chapter 3. Rethinking Notional Hours for Greater Learner Autonomy and Engagement -- Chapter 4. Principles and Learning Theories Behind Blended Learning -- Chapter 5. Designing Interactive and Engaging Learning Experiences -- Chapter 6. Assessing and Enhancing Student Engagement -- Chapter 7. Policy and Institutional Support for Innovative Education. 330 $aDesigning Curricula for Learner Autonomy and Engagement examines how higher education can be reimagined to empower learners as active, self-regulated participants in their own development. Across seven interconnected chapters, the book integrates theory, research, and practice to explore how autonomy and engagement can be systematically fostered in through curriculum design, teaching strategies, and institutional policy. Starting with the conceptual foundations of learner autonomy and self-regulated learning, the book situates these ideas within the realities of contemporary higher education, including digital transformation, flexible delivery, and post-pandemic pedagogical change. It repositions notional hours as a learner-centred design tool and illustrates their application through a case study of an undergraduate module redesigned to enhance engagement and independent learning. Building on these principles, the book offers evidence-based frameworks for blended and interactive learning design, showing how Constructive Alignment, Self-Determination Theory, and Universal Design for Learning can be translated into practical strategies for fostering motivation, reflection, and meaningful interaction. Subsequent chapters address the measurement and enhancement of student engagement, introducing ethical, inclusive, and data-informed approaches to assessing behavioural, emotional, and cognitive participation. The discussion extends to institutional and policy levels, exploring how quality assurance systems, curriculum governance, and professional development can support autonomy-oriented innovation. Throughout, the book emphasises the integration of technological and human dimensions of learning, including the emerging influence of generative AI, and advocates for pedagogy that is both evidence-based and responsive to learners? diverse needs. Bridging conceptual insight with actionable guidance, Designing Curricula for Learner Autonomy and Engagement provides educators, curriculum designers, and policymakers with a coherent framework for creating learning environments that cultivate agency, criticality, and sustained engagement in an evolving educational landscape. . 410 0$aEducation Series 606 $aLearning, Psychology of 606 $aEducation$xCurricula 606 $aEducation, Higher 606 $aEducation and state 606 $aLearning Theory 606 $aCurriculum Studies 606 $aHigher Education 606 $aEducation Policy 615 0$aLearning, Psychology of. 615 0$aEducation$xCurricula. 615 0$aEducation, Higher. 615 0$aEducation and state. 615 14$aLearning Theory. 615 24$aCurriculum Studies. 615 24$aHigher Education. 615 24$aEducation Policy. 676 $a370.15 700 $aBollas$b Angelos$01737613 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911049149603321 996 $aDesigning Curricula for Learner Autonomy and Engagement$94522420 997 $aUNINA