LEADER 00934nam0-22003011i-450- 001 990007221400403321 005 20021010 035 $a000722140 035 $aFED01000722140 035 $a(Aleph)000722140FED01 035 $a000722140 100 $a20021010d--------km-y0itay50------ba 101 0 $aita 200 1 $a<>norme di prevenzione per la sicurezza sul lavoro$eguida teorico-pratica al d.p. r. 27-4-1955, n. 547$fGian CarloCostagliola, Angelo Culotta, Michele Di Lecce. 210 $aMilano$cPirola$d1980. 215 $a463 p.$d24 cm 676 $a344 700 1$aCostagliola,$bGian Carlo$0263723 702 1$aCulotta,$bAngelo 702 1$aDi Lecce,$bMichele 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007221400403321 952 $aL-III-20$b2362 lav.$fDDRC 959 $aDDRC 996 $aNorme di prevenzione per la sicurezza sul lavoro$9688183 997 $aUNINA DB $aGEN01 LEADER 00841nam0-22003011i-450- 001 990003028350403321 010 $a0-04-330191-6 035 $a000302835 035 $aFED01000302835 035 $a(Aleph)000302835FED01 035 $a000302835 100 $a20000920d1971----km-y0itay50------ba 101 0 $aita 102 $aIT 200 1 $aClass Structure and Economic Growth$eIndia and Pakistan since the Moghuls$fby Angus Maddison. 210 $aLondon$cAllen & Unwin$d\c\\1971. 215 $a181 p.$d22 cm 676 $aF/1.311 676 $aF/3.2 702 1$aMaddison,$bAngus$f<1926-2010> 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990003028350403321 952 $aF/1.311 MAD$b4112/I$fSES 959 $aSES 996 $aClass Structure and Economic Growth$9463927 997 $aUNINA DB $aING01 LEADER 06158nam 2200757 a 450 001 9910453170503321 005 20200520144314.0 010 $a94-6209-003-3 010 $a94-6209-004-1 024 7 $a10.1007/978-94-6209-004-0 035 $a(CKB)2550000001170554 035 $a(EBL)3034751 035 $a(SSID)ssj0000878631 035 $a(PQKBManifestationID)11543417 035 $a(PQKBTitleCode)TC0000878631 035 $a(PQKBWorkID)10836319 035 $a(PQKB)10196150 035 $a(DE-He213)978-94-6209-004-0 035 $a(MiAaPQ)EBC3034751 035 $a(OCoLC)858885028 035 $a(nllekb)BRILL9789462090040 035 $a(MiAaPQ)EBC1083729 035 $a(PPN)168343290 035 $a(Au-PeEL)EBL3034751 035 $a(CaPaEBR)ebr10619243 035 $a(CaONFJC)MIL422102 035 $a(Au-PeEL)EBL1083729 035 $a(OCoLC)818143280 035 $a(EXLCZ)992550000001170554 100 $a20130105d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCollaborative knowledge creation$b[electronic resource] $epractices, tools, concepts /$fAnne Moen, Anders I. Mřrch, Sami Paavola (eds.) 205 $a1st ed. 2012. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (284 p.) 225 1 $aTechnology Enhanced Learning ;$vv.7 225 0$aTechnology-enhanced learning ;$vv. 7 300 $aDescription based upon print version of record. 311 $a94-6209-002-5 311 $a1-283-90852-2 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material /$rAnne Moen , Anders I. Mřrch and Sami Paavola -- The Trialogical Approach as a New Form of Mediation /$rSami Paavola , Ritva Engeström and Kai Hakkarainen -- Tacit Knowledge and Trialogical Learning: Towards a Conceptual Framework for Designing Innovative Tools /$rHadj Batatia , Kai Hakkarainen and Anders I. Mřrch -- Reference Ontology for Knowledge Creation Processes /$rMartin Doerr , Athina Kritsotaki , Vassilis Christophides and Dimitris Kotzinos -- KPE (Knowledge Practices Environment) Supporting Knowledge Creation Practices in Education /$rMerja Bauters , Minna Lakkala , Sami Paavola , Kari Kosonen and Hannu Markkanen -- A Pragmatic Approach to Collaborative Semantic Modelling: The Visual Modelling (Language) Editor /$rChristoph Richter , Heidrun Allert , Vassiliy P. Tchoumatchenko , Ivan H. Furnadziev , Tania K. Vasileva , Dimitris Kotzinos , Giorgos Flouris , Vassilis Christophides and Juha Löytöläinen -- Analysing Expansive Learning in a Multilayered Design Project /$rHanna Toiviainen , Seppo Toikka and Jiri Lallimo -- Mirroring Tools for Collaborative Analysis and Reflection /$rChristoph Richter , Ekaterina Simonenko , Tsuyoshi Sugibuchi , Nicolas Spyratos , Frantisek Babic , Jozef Wagner , Jan Paralic , Michal Racek , Crina Dam?a and Vassilis Christophides -- Using Trialogical Design Principles to Assess Pedagogical Practices in Two Higher Education Courses /$rMinna Lakkala , Liisa Ilomäki , Sami Paavola , Kari Kosonen and Hanni Muukkonen -- Trialogical Design Principles as Inspiration for Designing Knowledge Practices for Medical Simulation Training /$rKlas Karlgren -- A Product Development Course as a Pedagogical Setting for Multidisciplinary Professional Learning /$rKari Kosonen , Hanni Muukkonen , Minna Lakkala and Sami Paavola -- Shared Epistemic Agency for Knowledge Creation: An Explorative Case Study /$rCrina Dam?a and Jerry Andriessen -- Developing Epistemic Agencies of Teacher Trainees ? Using the Mentored Innovation Model /$rAndrea Kárpáti and Helga Dorner -- Working within Knowledge Communities as a Context for Developing Knowledge Practices /$rPatrick Sins and Jerry Andriessen -- Consolidating Work Descriptions: Creating Shared Knowledge Objects /$rAnne Moen and Sturle Nes -- About the Authors /$rAnne Moen , Anders I. Mřrch and Sami Paavola -- Subject Index /$rAnne Moen , Anders I. Mřrch and Sami Paavola. 330 $aThis book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including Bereiter and Scardamalia?s theory on knowledge building and Engeström?s activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools. The target audiences for this book are researchers, teachers and Human Resource developers interested in new perspectives on collaborative learning, technology-mediated knowledge creation, and applications of this in their own settings, for higher education, teacher training and workplace learning. 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