Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Adapting interactive learning environments to student competences : the case for complex dynamic systems / / Aklilu Tilahun Tadesse, Pål Ingebright Davidsen and Erling Moxnes
| Adapting interactive learning environments to student competences : the case for complex dynamic systems / / Aklilu Tilahun Tadesse, Pål Ingebright Davidsen and Erling Moxnes |
| Autore | Tadesse Aklilu Tilahun |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (74 pages) |
| Disciplina | 371.3 |
| Collana | SpringerBriefs in Educational Communications and Technology |
| Soggetto topico |
Learning
Instructional systems - Design Education, Higher Sistema educatiu Aprenentatge Educació superior |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-88289-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910508444403321 |
Tadesse Aklilu Tilahun
|
||
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Advancing Sports and Exercise via Innovation [[electronic resource] ] : Proceedings of the 9th Asian South Pacific Association of Sport Psychology International Congress (ASPASP) 2022, Kuching, Malaysia / / edited by Garry Kuan, Yu-Kai Chang, Tony Morris, Teo Eng Wah, Rabiu Muazu Musa, Anwar P. P. Abdul Majeed
| Advancing Sports and Exercise via Innovation [[electronic resource] ] : Proceedings of the 9th Asian South Pacific Association of Sport Psychology International Congress (ASPASP) 2022, Kuching, Malaysia / / edited by Garry Kuan, Yu-Kai Chang, Tony Morris, Teo Eng Wah, Rabiu Muazu Musa, Anwar P. P. Abdul Majeed |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (565 pages) |
| Disciplina | 796.019 |
| Collana | Lecture Notes in Bioengineering |
| Soggetto topico |
Biomedical engineering
Social psychology Sports sciences Recreation - Equipment and supplies Machine learning Data mining Biomedical Engineering and Bioengineering Social Psychology Sport Technology Machine Learning Data Mining and Knowledge Discovery Sports Biomechanics Esports Psicologia social Salut Motricitat Aprenentatge Innovacions tecnològiques |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
Recreation
Sports & Recreation |
| ISBN | 981-19-8159-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Advancing Sports and Exercise via Innovation -- Commitment in Sport from the perspective of Malaysian Adults -- Effectiveness of Brain Breaks -- The Fundamental Motor Skills Performance of Children -- Speed Agility Training Aids Set. |
| Altri titoli varianti | Asian South-Pacific Association of Sport Psychology (ASPASP), 2022 International Congress. |
| Record Nr. | UNINA-9910728933103321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Affectivity and Learning [[electronic resource] ] : Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology / / edited by Pablo Fossa, Cristian Cortés-Rivera
| Affectivity and Learning [[electronic resource] ] : Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology / / edited by Pablo Fossa, Cristian Cortés-Rivera |
| Autore | Fossa Pablo |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (793 pages) |
| Disciplina | 370.1523 |
| Altri autori (Persone) | Cortés-RiveraCristian |
| Soggetto topico |
Cognitive psychology
Social psychology Educational psychology Cognitive neuroscience Learning, Psychology of Emotions Cognitive Psychology Cultural Psychology Educational Psychology Cognitive Neuroscience Learning Psychology Emotion Neurociencia afectiva Aprenentatge Desenvolupament humà (Sociologia) Afectivitat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-31709-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Why affectivity in learning? Towards an affectively guided learning -- Chapter 2. Strengths of Character in Well-being and University Learning: A View from Educational Counseling -- Chapter 3. Adults’ Professional education: experiences and expectations of online Chilean students -- Chapter 4. Affective Movement: an Educative and Intuitive Adventure as a Catalyst for Development -- Chapter 5. Dialogical Co-Zone of Proximal Development and Affectivity: Individually and collectively Overcoming Intellectual Limits -- Chapter 6. EFFECTS OF EARLY CHILDHOOD EDUCATION ON ACADEMIC PERFORMANCE AND SOCIAL-EMOTIONAL DEVELOPMENT DURING ADOLESCENCE -- Chapter 7. The writer's affectivity when writing to learn -- Chapter 8. Affectivity from the dialogical perspective of Cultural Psychology: Educational implications s -- Chapter 9. Learning in nature about nature: Two types of affective orientations -- Chapter 10. Learning and affectivity: Pedagogical and cultural dimensions in the inclusion of diversity in university education. -- Chapter 11. Usefulness of the perezhivanie construct in affectivity and learning: a systematic review -- Chapter 12. Processes of Social Subjectivity and Pedagogical Action: developments to understanding learning difficulties in the school environment -- Chapter 13. The Unity of Affectivity and Learning: Characteristics in Vocalized Responses of Adolescents and Adults -- Chapter 14. Culturally-Based Interpretations of Motivation and Learning Strategies between the United States and South Korea -- Chapter 15. Educate emotions: Notes for a critical examination of emotional education proposals -- Chapter 16. Trust in Schools in Chile -- Chapter 17. Socio-emotional styles: When affectivity meets learning -- Chapter 18. A Sociocultural Perspective On The Relationship Between Educators’ Emotional Experiences And Professional Learning -- Chapter 19. Teachers’ emotions: their origin and influence on the teaching-learning process -- Chapter 20. How are socioemotional competencies taught in Initial Teacher Education? Affectivity, learning, and didactics of emotions in the university classroom -- Chapter 21. Affectivity in Science Education: Lived perceptions -- Chapter 22. Learning the Teaching Profession in the Practicum: The Role of the Other, Modalities of Appropriation, and Professional Knowledge -- Chapter 23. Teaching excellence, affectivity and learning -- Chapter 24. LGBTIQ+ inclusive education: The interplay of emotions and cognition in graduate teachers’ narratives of becoming -- Chapter 25. Neuroscience of learning and emotional processing -- Chapter 26. Emotional Salience and Learning -- Chapter 27. Memory distortions: An interdisciplinary framework for cognitive-affective bias -- Chapter 28. Echoes of early experiences on the learning process: implications in interoceptive development and emotional self-regulation -- Chapter 29. The Somatic Roots of Affect. Towards a body-centered education -- Chapter 30. Historical Foundations of Affectivity & Learning Research: C.G. Jung’s Word-Association Experiments -- Chapter 31. Impact of the Transference in the Training of the TFP Therapist: A Proposal on the Affective Echo as a Foundation of Learning -- Chapter 32. Affective processes in the supervisor-supervisee relationship as enhancers of the therapists training: reflections from a scoping review of the psychoanalytic approach -- Chapter 33. Meaningful Social Interactions as a Foundation for Affection and Learning for Autistic Individuals -- Chapter 34. Affectivity and learning at the end of life: Expressive art therapy in palliative patients -- Chapter 35. Impact of affectivity and learning in the construction of occupational identity throughout the course of life and its influence in old age -- Chapter 36. Affective bonding and organizational learning -- Chapter 37. Learning affects, gender roles, and the case of care work -- Chapter 38. Acculturation Learning Process: Affective Quality in Immigrant Women -- Chapter 39. Humorous actions and coexistence -- Chapter 40. Affectivity and Learning: Why we need an interdisciplinary, multilevel, and a first-third-person approach?. |
| Record Nr. | UNINA-9910736010103321 |
|
Fossa Pablo
|
||
| Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
AI in Learning: Designing the Future / / edited by Hannele Niemi, Roy D. Pea, Yu Lu
| AI in Learning: Designing the Future / / edited by Hannele Niemi, Roy D. Pea, Yu Lu |
| Autore | Niemi Hannele |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, : Springer Nature, 2023 |
| Descrizione fisica | 1 online resource (XXV, 344 p. 49 illus., 42 illus. in color.) |
| Disciplina | 150 |
| Soggetto topico |
Psychology
Social sciences—Data processing Education Cognitive science Teaching Artificial intelligence Behavioral Sciences and Psychology Computer Application in Social and Behavioral Sciences Cognitive Science Pedagogy Artificial Intelligence Intel·ligència artificial Ensenyament Aprenentatge Educació Ètica Aprenentatge automàtic |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
artificial intelligence
life-long learning tutoring virtual learning learning analytics well-being simulations games intelligent digital tools deep learning robotics human-machine interaction |
| ISBN | 3-031-09687-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1.Introduction to AI in Learning – Designing the Future -- Part I: AI expanding learning and wellbeing throughout life -- 2.Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics -- 3.Curiosity and Interactive Learning in Artificial Systems -- 4.Assessing and Tracking Students’ Wellbeing through an Automated Scoring System: Schoolday Wellbeing Model -- 5.Learning from Intelligent Social Agents as Social and Intellectual Mirrors -- 6.An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis -- 7.Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence -- Part II. AI in Games and Simulations -- 8.Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-centered AI-based Environments -- 9.Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations? -- 10.Learning clinical reasoning through gaming in nursing education – Future scenarios of game metrics and AI -- 11.AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations -- Part III. AI Technologies for education and Intelligent Tutoring Systems -- 12.Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-based Immersive Learning.-13.Multiple users’ experiences of an AI-aided educational platform for teaching and learning. 14.Deep Learning in Automatic Math Word Problem Solvers. 15.Recent Advances in Intelligent Textbooks for Better Learning -- Part IV. AI and Ethical Challenges in New Learning Environments -- 16.Ethical Guidelines for Artificial Intelligence-based Learning: A Transnational Study between in China and Finland -- 17.Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools -- 18.Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A thought experiment on AI Ethics -- 19.Four surveillance technologies creating challenges for education -- 20.Reflections on the contributions and future scenarios in AI-based learning. |
| Record Nr. | UNINA-9910632469503321 |
|
Niemi Hannele
|
||
| Cham, : Springer Nature, 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A Beginner’s Guide to Learning Analytics [[electronic resource] /] / by Srinivasa K G, Muralidhar Kurni
| A Beginner’s Guide to Learning Analytics [[electronic resource] /] / by Srinivasa K G, Muralidhar Kurni |
| Autore | Srinivas K. G |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (336 pages) |
| Disciplina | 371.26 |
| Collana | Advances in Analytics for Learning and Teaching |
| Soggetto topico |
Educational technology
Education - Data processing Digital Education and Educational Technology Computers and Education Ensenyament Aprenentatge Models matemàtics |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-70258-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 -- Introduction to Learning Analytics -- 1.1. Introduction to Learning Analytics -- 1.2. Learning analytics: A new and rapidly developing field -- 1.3. Benefits and Challenges of learning analytics -- 1.4. Ethical Concerns with Learning Analytics -- 1.5. Use of Learning analytics -- 1.6. Conclusion -- 1.7. Review Questions -- Chapter 2 Educational Data Mining & Learning Analytics -- 2.1. Introduction -- 2.2. Educational Data Mining (EDM) -- 2.3. Educational Data Mining & Learning analytics -- 2.4. Educational Data Mining & Learning analytics Applications -- 2.5. Conclusion -- 2.6. Review Questions -- Chapter 3.-Preparing for Learning Analytics -- 3.1. Introduction -- 3.2. Role of Psychology in Learning analytics -- 3.3. Architecting the learning analytics environment -- 3.4. Major Barriers for adopting Learning Analytics.-3.5. Case Studies -- 3.6. Conclusion -- 3.7. Review Questions -- Chapter 4. Data requirements for Learning analytics -- 4.1. Introduction -- 4.2. Types of data used for Learning Analytics -- 4.3. Data Models used to represent usage data for Learning analytics -- 4.4. Data Privacy maintenance in Learning analytics -- 4.5. Case Studies -- 4.6. Conclusion -- 4.7. Review Questions -- Chapter 5. Tools for Learning Analytics -- 5.1. Introduction -- 5.2. Popular Learning Analytics Tools -- 5.3. Choosing a Tool -- 5.4. Strategies to Successfully Deploy a Tool -- 5.5. Exploring Learning Analytics Tools -- 5.6. Case Studies -- 5.7. Developing a Learning analytics Tool -- 5.8. Conclusion -- 5.9. Review Questions.-Chapter 6 -- Other Technology Approaches to Learning Analytics -- 6.1. Introduction -- 6.2. Big Data & Learning Analytics -- 6.3. Data Science & Learning Analytics -- 6.4. AI & Learning Analytics -- 6.5. Machine Learning & Learning Analytics -- 6.6. Deep Learning & Learning Analytics -- 6.7. Case Studies -- 6.8. Conclusion -- 6.9. Review Questions -- Chapter 7 -- Learning Analytics in Massive Open Online Courses -- 7.1 Introduction to MOOCs -- 7.2. From MOOCs to Learning analytics -- 7.3. Integrating Learning analytics with MOOCs -- 7.4. Benefits of applying Learning Analytics in MOOCs -- 7.5. Major Concerns of implementing Learning Analytics in MOOCs -- 7.6. Limitation of Applying Learning Analytics in MOOCs -- 7.7. Tools that support Leaning analytics in MOOCs -- 7.8. Case Studies -- 7.9. Conclusion -- 7.10. Review Questions -- Chapter 8 -- The Pedagogical perspective of Learning Analytics -- 8.1. Introduction to Pedagogy -- 8.2. Learning Analytics based Pedagogical Framework -- 8.3. Pedagogical Interventions -- 8.4. Learning Analytics based Pedagogical Models -- 8.5. Case studies -- 8.6. Conclusion -- 8.7. Review Questions -- Chapter 9. Moving Forward -- 9.1. Self-Learning and Learning analytics -- 9.2. Lifelong learning and learning analytics -- 9.3. Present and future trend of learning analytics in the world -- 9.4. Measuring 21st Century Skills using Learning analytics -- 9.5. Moving Forward -- 9.6. Smart Learning analytics -- 9.7. Case Studies -- 9.8. Conclusion -- 9.9. Review Questions.-Chapter 10 -- Case Studies -- 10.1. Recommender systems using learning analytics -- 10.2. Learning Analytics in Higher Education -- 10.3. Other Evidences on the use of Learning Analytics -- Chapter 11. Problems. |
| Record Nr. | UNINA-9910483637203321 |
|
Srinivas K. G
|
||
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Brain plasticity and learning : implications for educational practice / / Jennifer Anne Hawkins
| Brain plasticity and learning : implications for educational practice / / Jennifer Anne Hawkins |
| Autore | Hawkins Jennifer Anne |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2021] |
| Descrizione fisica | 1 online resource (354 pages) |
| Disciplina | 612.8 |
| Soggetto topico |
Neuroplasticity
Learning - Physiological aspects Neuroplasticitat Aprenentatge |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-83530-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910508479503321 |
|
Hawkins Jennifer Anne
|
||
| Cham, Switzerland : , : Palgrave Macmillan, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dialogical approaches and tensions in learning and development : at the frontiers of the mind / / edited by Nathalie Muller Mirza, Marcelo Dos Santos Mamed
| Dialogical approaches and tensions in learning and development : at the frontiers of the mind / / edited by Nathalie Muller Mirza, Marcelo Dos Santos Mamed |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (138 pages) |
| Disciplina | 370.1523 |
| Collana | Social Interaction in Learning and Development |
| Soggetto topico |
Dialogue
Aprenentatge Psicologia de l'aprenentatge Diàleg |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-84226-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Series Editors' Note -- A Cognitive Approach to Mediated Learning and Development: A Comprehensive Portray -- Contents -- Contributors -- 1 At the Frontiers of the Mind… An Introduction -- 1.1 A Dialogical Approach to Dialogue in Learning and Development -- 1.2 At the Frontiers of the Mind -- 1.3 The Structure of the Book -- References -- 2 When Dialogism Crosses the Frontiers of Psychology -- 2.1 The Frontier as Metaphor: A Source of Inspiration -- 2.2 Dialogism: Inviting Language to the Table of Psychology -- 2.2.1 Learning and Development: A Core Field of Research in Sociocultural Psychology -- 2.2.2 Dialogue: A Polysemous Concept -- 2.2.3 What Relevance for Psychology? -- 2.3 Putting Dialogical Tensions Under the Lens -- 2.3.1 Dialogical Tensions as Potential Obstacles -- 2.3.2 From Tests to Contexts -- 2.4 Suspension Points -- References -- 3 Dialogical Interaction in the Making of Social Theories -- 3.1 Fragmentation and Unification of Social Theories in Sociology -- 3.2 Dialogically Based Interactions -- 3.2.1 Dialogues, Narratives and Interactions -- 3.2.2 Dialogical Balance -- 3.3 Dialogical Interactions in the Making of Social Theories -- 3.3.1 Dialogue Between the Individual and the Social Environment -- 3.3.2 Dialogues Between the Individual and Others -- 3.3.3 Internal Dialogues -- 3.4 Conclusion -- References -- 4 Languaging in Real Life: On Contexts and Communication Beyond Formal Linguistics and Conversation Analysis -- 4.1 Introduction: Some Assumptions of an Extended Dialogism -- 4.2 Some Developments in the Theory of Languaging -- 4.3 A Brief Summary -- Acknowledgements -- References -- 5 Sign-Making, Inscriptions and Access to Epistemic Practices: Development in a Designed World -- 5.1 Introduction -- 5.2 Minds, Symbolic Technologies and Human Development.
5.3 Symbolic Technologies and the Historical Emergence of Epistemic Practices -- 5.4 Learning and Development: Epistemic Practices in a Designed World -- References -- 6 Toward a Dialogical and Sociocultural Method of Inquiry: Three Steps Participative Generalization and Reflection (3PGR) -- 6.1 Introduction -- 6.2 Conceptual Framework for the 3PGR -- 6.3 Why We Need a New Method for Studying Dialogical and Sociocultural Phenomena -- 6.3.1 Is There a Place for Generalization in Dialogical and Sociocultural Psychology? -- 6.3.2 Request for a Participative Interpretation of Key Findings -- 6.3.3 A Relevant Research for a Person and the Community: Supporting Reflection, Empowerment, and Agency -- 6.4 3PGR: A Sociocultural and Dialogical Method of Inquiry and Activism -- 6.4.1 The First Phase: Participative Identification of Social Discourses -- 6.4.2 The Second Phase: Studying Dialogical Relations of Participants with Social Discourses -- 6.4.3 The Third Phase: Participative Interpretation and Support of Participants' Reflection and Agency Related to the Constitutive Role of Social Discourses in Their Process of Becoming -- 6.5 3PGR: Concluding Remarks and Final Reflections -- References -- 7 Makerspaces as Tertiary Artifacts? The Meaning of Material Artifacts in Students' Social Interaction During Technology-Rich Creative Learning -- 7.1 Introduction -- 7.2 Research Insights into Artifacts in Novel Educational Designs and Spaces -- 7.3 Sociocultural Theorizing on Artifacts -- 7.4 A Schema of Mediating Artifacts -- 7.5 Study -- 7.6 Methods -- 7.7 Results -- 7.7.1 Example 1: Material Artifacts Constraining the Students' Activity -- 7.7.2 Example 2: Translating Material Artifacts into Meaningful Actions -- 7.7.3 Example 3: Creative and Transformative Learning Actions with and Beyond Material Artifacts -- 7.8 Makerspaces as Tertiary Artifacts?. Acknowledgements -- References -- 8 Dialogic Interactions and Literacy as a Sociocultural Practice -- 8.1 Introduction -- 8.2 Antecedents -- 8.2.1 A Dialogic Perspective on Teaching-and-Learning -- 8.2.2 Understanding Literacy Processes -- 8.2.3 Reading Comprehension -- 8.2.4 Written Composition -- 8.2.5 Dialogic Interactions and Literacy as a Sociocultural Practice -- 8.3 The Context of the Studies: The National Curriculum and Learning Together -- 8.4 Dialogic Interactions, Reading Comprehension and Written Composition -- 8.5 Promoting Dialogic Interactions and Literacy Social Practices in Primary School Settings -- 8.6 Conclusions -- References -- Series Editors' Note -- At the frontiers of dialogical minds in learning and development -- Contents -- Contributors. |
| Record Nr. | UNINA-9910506408603321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist
| Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (246 pages) |
| Disciplina | 375.001 |
| Collana | Transdisciplinary Perspectives in Educational Research |
| Soggetto topico |
Learning - Evaluation
Teaching - Evaluation Education - Curricula Ensenyament Aprenentatge Avaluació educativa Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-20810-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- 1. Introduction -- Part I. Theoretical Reflections on Research Orientations in Didactics -- 2. Pedagogical Content Knowledge and Subject Didactics. An Intercontinental Dialogue? -- 3. Comparative Didactics. A (re)constructive move from Subject Didactics in the French-Speaking Educational Research -- 4. Teaching Traditions in Classroom Practice – A Comparative Didactic Approach -- 5. The Rise, Evolution, and Future of Didactics in Italy: Branching Out Towards New Research Horizons -- Part II. Methods and Lenses for Exploring Teaching and Learning in the Classroom -- 6. Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain -- 7. Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction -- 8. Issues in “Individualized” Teaching Practice in Germany. An Ethno-Methodological Approach -- 9. Towards Programmatic Research When Studying Classroom Teaching and Learning? -- Part III. Didactics Meets Societal Challenges -- 10. Addressing Gender in French Research on Subject Didactics. A New Line of Investigation in Physical Education -- 11. A Gender-balanced Approach to Teaching Visual Literacy in the Czech Republic -- 12. Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums -- 13. ICT in the Classroom. Didactical Challenges for Practitioners and Researchers -- Index. |
| Record Nr. | UNINA-9910647382903321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emerging technologies for next generation learning spaces / / Bosede Iyiade Edwards, Nurbiha A. Shukor, Adrian David Cheok, editors
| Emerging technologies for next generation learning spaces / / Bosede Iyiade Edwards, Nurbiha A. Shukor, Adrian David Cheok, editors |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (74 pages) |
| Disciplina | 371.334 |
| Collana | Lecture Notes in Educational Technology Ser. |
| Soggetto topico |
Education - Data processing
Educational technology Tecnologia educativa Aprenentatge |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3521-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- 1 Emerging Learning Technologies in Next Generation Learning Spaces: Implications for Learning and Cognition -- 1.1 Introduction -- 1.2 Emerging Learning Technologies -- 1.3 Next-Generation Learning Spaces -- References -- 2 Emerging Trends in Education: Envisioning Future Learning Spaces and Classroom Interaction -- 2.1 Introduction -- 2.2 Envisioning Classroom Interaction in Future Learning Spaces -- 2.3 Progress in Robotics and Future Possibilities -- 2.3.1 Educational Robotics and Future Learning Spaces -- 2.3.2 Potential of AI and Machine Learning in Future Learning Spaces -- 2.3.3 Potential of New Media as Future Transparent Technologies -- 2.4 Implications for Theory and Practice -- 2.4.1 Solving the Problems of Hands-on Learning Through Virtual Labs -- 2.4.2 Presentation and Operation of Physical Schools and Classrooms -- 2.4.3 Telepresence, Transactional Distance and Social Presence -- 2.4.4 Teaching, Teachers' Roles, Teacher Training and Development -- 2.4.5 Evaluation and Assessment -- 2.5 Conclusion and Suggestions for Future Studies -- References -- 3 Future of eSpecial Education: Options for Equitable eLearning Opportunities for Learners with Special Education Needs -- 3.1 Introduction -- 3.2 Redefining Equitable Learning Environments -- 3.3 Challenges of eLearning for SEN Learners -- 3.3.1 Structure and Routines in the Education of SEN Learners -- 3.3.2 Demands of Individualized Education Plan (IEP) -- 3.3.3 Collaborating with Parents and Caregivers -- 3.4 Strategies for Remote Learning for SEN Learners -- 3.5 Instructing SEN Learners in Next-Generation Classrooms -- 3.6 Achieving SDG4 for SEN Learners -- 3.6.1 Inclusive and Equitable Quality ESpecial Education -- 3.6.2 eLearning Facilities that are Disability-Sensitive -- 3.6.3 Safe, Non-violent, Inclusive and Effective eLearning Environments.
3.6.4 Lifelong Learning Opportunities -- 3.7 Conclusion -- References -- 4 The Future of Science Labs: Choosing Virtual Laboratory for Hands-on Instruction in Physics Education -- 4.1 Introduction -- 4.2 Technology Aided Instruction (TAI) and Hands-on Learning Through Laboratory -- 4.2.1 Virtual Laboratories -- 4.2.2 Categories of Virtual Laboratories (VLs) -- 4.2.3 Physics Education Technology (PhET) Virtual Laboratories -- 4.3 Conclusion -- References -- 5 ICT Masterplans in Education: Singapore's Reform Efforts to Engage in a Post-COVID World -- 5.1 Introduction -- 5.2 Singapore's First Three ICT Masterplans -- 5.3 Two Decades of Education Technology -- 5.4 The Student Learning Space -- 5.5 Impact of Covid-19 on Learning in Classrooms of the Future -- 5.6 Technology in Teaching and Learning Going Forward -- 5.7 Singapore as a Smart Nation -- 5.8 Conclusion -- References -- 6 Status of Equitable Digital Learning Opportunities in the Pandemic Era: The Nigerian Experience -- 6.1 Introduction and Background -- 6.2 Global Education During the COVID-19 Pandemic Lockdown -- 6.2.1 Education in Developing Nations During the Pandemic Lockdown -- 6.2.2 Hi-tech and Low-tech Lockdown Learning Solutions in Nigeria -- 6.3 Examples of Low-tech, eLearning Options During the Pandemic -- 6.3.1 Television Lessons -- 6.3.2 Radio Lessons -- 6.3.3 Social Media Lessons -- 6.4 Education in Next-Generation Classrooms and Schools -- 6.5 Conclusion -- References -- 7 Reducing Cognitive Load in Emerging Digital Learning Environments Through Peer Instruction -- 7.1 Introduction -- 7.2 CL Management Through CL Effects in Peer Instruction -- 7.3 Exploring PI for Promoting CL Management -- 7.4 Methodology and Procedure -- 7.4.1 Study Procedure -- 7.5 Findings and Discussion -- 7.6 Conclusion -- References. |
| Record Nr. | UNINA-9910495227703321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Identity of Capability [[electronic resource] ] : The Emotional Aspects of Complex Learning Disorders / / by Benjamin Hozmi
| Identity of Capability [[electronic resource] ] : The Emotional Aspects of Complex Learning Disorders / / by Benjamin Hozmi |
| Autore | Hozmi Benjamin |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (167 pages) |
| Disciplina | 338.9 |
| Collana | Springer Texts in Education |
| Soggetto topico |
People with disabilities - Education
Inclusive education Educational psychology Education and Disability Inclusive Education Educational Psychology Aprenentatge Infants amb discapacitat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031083495
9783031083488 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: The Emotional World of Adults with Complex Learning Disabilities -- Chapter 1: Complex Learning Disabilities: A Systematic Perspective -- Chapter 2: The Emotional World of Adults with Complex Learning Disabilities -- Part 2: Identity of Capability -- Chapter 3: Identity and Complex Learning Disabilities -- Chapter 4: Identity of Capability -- Chapter 5: Paradigms that Promote and Detain Building an Identity of Capability -- Part 3: “The Three – Step Approach to Building an Identity of Capability” -- Chapter 6: Increasing Self – Love -- Chapter 7: The Second Step – Increasing Love for Others -- Chapter 8: The Third Step - Vision, Happiness, and Fulfillment -- Part 4: The Working Model for Groups in “Identity of Capability – Introduction to Practical Psychology” -- Chapter 9: Integration and Striving for Equality in Academic Studies -- Chapter 10: What is Cognitive Accessibility in the Academia? -- Chapter 11: The Power of the Group in Building an Identity of Capability -- Chapter 12: The Introductory Discussion with Candidates for the Program -- Part 5: Empowering Teaching – Meaningful Learning in an Inclusive Climate -- Chapter 13: What is Empowering Teaching?. |
| Record Nr. | UNINA-9910631097703321 |
|
Hozmi Benjamin
|
||
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
-
Aprenentatge
(19)
- Educational Psychology (5)
- Educational psychology (5)
- Education (4)
- Ensenyament (4)