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1484.11.1-2022 - IEEE Standard for Learning Technology--Data Model for Content Object Communication / / IEEE
| 1484.11.1-2022 - IEEE Standard for Learning Technology--Data Model for Content Object Communication / / IEEE |
| Pubbl/distr/stampa | New York : , : IEEE, , 2022 |
| Descrizione fisica | 1 online resource (52 pages) |
| Disciplina | 371.3 |
| Soggetto topico |
Instructional systems
Object-oriented programming (Computer science) |
| ISBN | 1-5044-8468-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996574947403316 |
| New York : , : IEEE, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
1484.20.3-2022 - IEEE Standard for Learning Technology--Data Model for Shareable Competency Definitions / / IEEE
| 1484.20.3-2022 - IEEE Standard for Learning Technology--Data Model for Shareable Competency Definitions / / IEEE |
| Pubbl/distr/stampa | New York, USA : , : IEEE, , 2023 |
| Descrizione fisica | 1 online resource (31 pages) |
| Disciplina | 371.334 |
| Soggetto topico |
Computer-assisted instruction
Instructional systems |
| ISBN | 1-5044-9275-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996543353503316 |
| New York, USA : , : IEEE, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Collaboration in education / / edited by Judith J. Slater and Ruth Ravid
| Collaboration in education / / edited by Judith J. Slater and Ruth Ravid |
| Pubbl/distr/stampa | New York : , : Routledge, , 2010 |
| Descrizione fisica | 1 online resource (251 p.) |
| Disciplina |
371.19
378.104 |
| Altri autori (Persone) |
RavidRuth
SlaterJudith J |
| Collana | Routledge Research in Education |
| Soggetto topico |
Interaction analysis in education
Community and school Educational planning - Social aspects Instructional systems |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-136-99243-X
1-282-56980-5 9786612569807 0-203-85470-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Figures; Tables; Acknowledgments; Introduction: The Meme of Collaboration; Part I Professional Development Schools; 1 When a Look Back Can Be a Step Forward: An Analysis of Two PDS Partnerships for Education Change and Improvement; 2 Growing a Multi-Site Professional Development School; Part II Consultation; 3 Schools of Ambition: Bridging Professional and Institutional Boundaries; 4 Ten School Districts and One University: A Collaborative Consultation
5 Elementary Public School and University Partnership: Promoting and Analyzing Professional Development Processes of School TeachersPart III One-to-One Collaboration; 6 Policy Development and Sustainability: How a Rural County Maximized Resources through Collaboration and Managed Change; 7 School-University Collaboration as Mutual Professional Development; 8 A Public/Private Partnership in a Diverse Community; Part IV Multiple Configurations; 9 Reflections on a Cross University-Urban School Partnership: The Critical Role of Humanizing the Process 10 A System's Perspective for Professional Development in Science and Mathematics Education: The Texas Regional Collaboratives11 Conducting Research that Practitioners Think is Relevant: Metropolitan Educational Research Consortium (MERC); 12 A Miracle in Process: What it Takes to Make an Educational Partnership a True Collaboration; 13 Collaboration and Equitable Reform in Australian Schools: Beyond the Rhetoric; 14 Benefits, Challenges, and Lessons of Longitudinal Research Collaborations; Part V Postsecondary; 15 Reciprocity in Collaboration: Academy for Teacher Excellence's Partnerships 16 Reconceptualizing Leadership and Power: The Collaborative Experiences of Women Educational Leaders17 A CLASSIC © Approach to Collaboration: Documenting a Multi-State University and Multi-School District Partnership; Part VI Technology Projects; 18 School-University Collaboration for Technology Integration: Resistance, Risk-Taking, and Resilience; Part VII Interagency Collaboration; 19 Project FIRST: Families, Intercollegiate Collaboration, and Routes to Studying Teaching; 20 Urban Teacher Residencies: Collaborating to Reconceptualize Urban Teacher Preparation 21 Sharing Power in an Interagency Collaboration22 Collaborating for Labor Consciousness: The Education & Labor Collaborative; Conclusion; Contributors; Index |
| Record Nr. | UNINA-9910459361803321 |
| New York : , : Routledge, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaboration in education / / edited by Judith J. Slater and Ruth Ravid
| Collaboration in education / / edited by Judith J. Slater and Ruth Ravid |
| Pubbl/distr/stampa | New York : , : Routledge, , 2010 |
| Descrizione fisica | 1 online resource (251 p.) |
| Disciplina |
371.19
378.104 |
| Altri autori (Persone) |
RavidRuth
SlaterJudith J |
| Collana | Routledge Research in Education |
| Soggetto topico |
Interaction analysis in education
Community and school Educational planning - Social aspects Instructional systems |
| ISBN |
1-136-99242-1
1-136-99243-X 1-282-56980-5 9786612569807 0-203-85470-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Figures; Tables; Acknowledgments; Introduction: The Meme of Collaboration; Part I Professional Development Schools; 1 When a Look Back Can Be a Step Forward: An Analysis of Two PDS Partnerships for Education Change and Improvement; 2 Growing a Multi-Site Professional Development School; Part II Consultation; 3 Schools of Ambition: Bridging Professional and Institutional Boundaries; 4 Ten School Districts and One University: A Collaborative Consultation
5 Elementary Public School and University Partnership: Promoting and Analyzing Professional Development Processes of School TeachersPart III One-to-One Collaboration; 6 Policy Development and Sustainability: How a Rural County Maximized Resources through Collaboration and Managed Change; 7 School-University Collaboration as Mutual Professional Development; 8 A Public/Private Partnership in a Diverse Community; Part IV Multiple Configurations; 9 Reflections on a Cross University-Urban School Partnership: The Critical Role of Humanizing the Process 10 A System's Perspective for Professional Development in Science and Mathematics Education: The Texas Regional Collaboratives11 Conducting Research that Practitioners Think is Relevant: Metropolitan Educational Research Consortium (MERC); 12 A Miracle in Process: What it Takes to Make an Educational Partnership a True Collaboration; 13 Collaboration and Equitable Reform in Australian Schools: Beyond the Rhetoric; 14 Benefits, Challenges, and Lessons of Longitudinal Research Collaborations; Part V Postsecondary; 15 Reciprocity in Collaboration: Academy for Teacher Excellence's Partnerships 16 Reconceptualizing Leadership and Power: The Collaborative Experiences of Women Educational Leaders17 A CLASSIC © Approach to Collaboration: Documenting a Multi-State University and Multi-School District Partnership; Part VI Technology Projects; 18 School-University Collaboration for Technology Integration: Resistance, Risk-Taking, and Resilience; Part VII Interagency Collaboration; 19 Project FIRST: Families, Intercollegiate Collaboration, and Routes to Studying Teaching; 20 Urban Teacher Residencies: Collaborating to Reconceptualize Urban Teacher Preparation 21 Sharing Power in an Interagency Collaboration22 Collaborating for Labor Consciousness: The Education & Labor Collaborative; Conclusion; Contributors; Index |
| Record Nr. | UNINA-9910792377403321 |
| New York : , : Routledge, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaboration in education / / edited by Judith J. Slater and Ruth Ravid
| Collaboration in education / / edited by Judith J. Slater and Ruth Ravid |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, : Routledge, 2010 |
| Descrizione fisica | 1 online resource (251 p.) |
| Disciplina |
371.19
378.104 |
| Altri autori (Persone) |
SlaterJudith J
RavidRuth |
| Collana | Routledge Research in Education |
| Soggetto topico |
Interaction analysis in education
Community and school Educational planning - Social aspects Instructional systems |
| ISBN |
1-136-99242-1
1-136-99243-X 1-282-56980-5 9786612569807 0-203-85470-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Figures; Tables; Acknowledgments; Introduction: The Meme of Collaboration; Part I Professional Development Schools; 1 When a Look Back Can Be a Step Forward: An Analysis of Two PDS Partnerships for Education Change and Improvement; 2 Growing a Multi-Site Professional Development School; Part II Consultation; 3 Schools of Ambition: Bridging Professional and Institutional Boundaries; 4 Ten School Districts and One University: A Collaborative Consultation
5 Elementary Public School and University Partnership: Promoting and Analyzing Professional Development Processes of School TeachersPart III One-to-One Collaboration; 6 Policy Development and Sustainability: How a Rural County Maximized Resources through Collaboration and Managed Change; 7 School-University Collaboration as Mutual Professional Development; 8 A Public/Private Partnership in a Diverse Community; Part IV Multiple Configurations; 9 Reflections on a Cross University-Urban School Partnership: The Critical Role of Humanizing the Process 10 A System's Perspective for Professional Development in Science and Mathematics Education: The Texas Regional Collaboratives11 Conducting Research that Practitioners Think is Relevant: Metropolitan Educational Research Consortium (MERC); 12 A Miracle in Process: What it Takes to Make an Educational Partnership a True Collaboration; 13 Collaboration and Equitable Reform in Australian Schools: Beyond the Rhetoric; 14 Benefits, Challenges, and Lessons of Longitudinal Research Collaborations; Part V Postsecondary; 15 Reciprocity in Collaboration: Academy for Teacher Excellence's Partnerships 16 Reconceptualizing Leadership and Power: The Collaborative Experiences of Women Educational Leaders17 A CLASSIC © Approach to Collaboration: Documenting a Multi-State University and Multi-School District Partnership; Part VI Technology Projects; 18 School-University Collaboration for Technology Integration: Resistance, Risk-Taking, and Resilience; Part VII Interagency Collaboration; 19 Project FIRST: Families, Intercollegiate Collaboration, and Routes to Studying Teaching; 20 Urban Teacher Residencies: Collaborating to Reconceptualize Urban Teacher Preparation 21 Sharing Power in an Interagency Collaboration22 Collaborating for Labor Consciousness: The Education & Labor Collaborative; Conclusion; Contributors; Index |
| Record Nr. | UNINA-9910809112303321 |
| New York, : Routledge, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Constructivist instruction [[electronic resource] ] : success or failure? / / edited by Sigmund Tobias, Thomas M. Duffy
| Constructivist instruction [[electronic resource] ] : success or failure? / / edited by Sigmund Tobias, Thomas M. Duffy |
| Pubbl/distr/stampa | New York, : Routledge, 2009 |
| Descrizione fisica | 1 online resource (389 p.) |
| Disciplina | 370.15/2 |
| Altri autori (Persone) |
DuffyThomas M
TobiasSigmund |
| Soggetto topico |
Constructivism (Education)
Instructional systems |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-135-84793-2
1-282-06535-1 9786612065354 0-203-87884-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Foreword; Preface; Part I Introduction; 1 The Success or Failure of Constructivist Instruction: An Introduction; Part II The Evidence for Constructivism; 2 Reconciling a Human Cognitive Architecture; 3 Constructivism in an Age of Non-Constructivist Assessments; 4 Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction; 5 Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance; 6 Constructivism: When It's the Wrong Idea and When It's the Only Idea
Part III Challenges to the Constructivist View7 What Human Cognitive Architecture Tells Us About Constructivism; 8 Epistemology or Pedagogy, That Is the Question; 9 How Much and What Type of Guidance is Optimal for Learning from Instruction?; 10 Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction; 11 The Empirical Support for Direct Instruction; Part IV An Examination of Specific Learning and Motivational Issues; 12 Learning and Constructivism; 13 From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning 14 What's Worth Knowing in Mathematics?15 "To Every Thing There is a Season, and a Time to Every Purpose Under the Heavens": What about Direct Instruction?; 16 Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems; Part V Summing Up; 17 An Eclectic Appraisal of the Success or Failure of Constructivist Instruction; 18 Building Lines of Communication and a Research Agenda; Index |
| Record Nr. | UNINA-9910454230203321 |
| New York, : Routledge, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Constructivist instruction [[electronic resource] ] : success or failure? / / edited by Sigmund Tobias, Thomas M. Duffy
| Constructivist instruction [[electronic resource] ] : success or failure? / / edited by Sigmund Tobias, Thomas M. Duffy |
| Pubbl/distr/stampa | New York, : Routledge, 2009 |
| Descrizione fisica | 1 online resource (389 p.) |
| Disciplina | 370.15/2 |
| Altri autori (Persone) |
DuffyThomas M
TobiasSigmund |
| Soggetto topico |
Constructivism (Education)
Instructional systems |
| ISBN |
1-135-84793-2
1-282-06535-1 9786612065354 0-203-87884-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Foreword; Preface; Part I Introduction; 1 The Success or Failure of Constructivist Instruction: An Introduction; Part II The Evidence for Constructivism; 2 Reconciling a Human Cognitive Architecture; 3 Constructivism in an Age of Non-Constructivist Assessments; 4 Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction; 5 Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance; 6 Constructivism: When It's the Wrong Idea and When It's the Only Idea
Part III Challenges to the Constructivist View7 What Human Cognitive Architecture Tells Us About Constructivism; 8 Epistemology or Pedagogy, That Is the Question; 9 How Much and What Type of Guidance is Optimal for Learning from Instruction?; 10 Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction; 11 The Empirical Support for Direct Instruction; Part IV An Examination of Specific Learning and Motivational Issues; 12 Learning and Constructivism; 13 From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning 14 What's Worth Knowing in Mathematics?15 "To Every Thing There is a Season, and a Time to Every Purpose Under the Heavens": What about Direct Instruction?; 16 Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems; Part V Summing Up; 17 An Eclectic Appraisal of the Success or Failure of Constructivist Instruction; 18 Building Lines of Communication and a Research Agenda; Index |
| Record Nr. | UNINA-9910782611803321 |
| New York, : Routledge, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Constructivist instruction : success or failure? / / edited by Sigmund Tobias, Thomas M. Duffy
| Constructivist instruction : success or failure? / / edited by Sigmund Tobias, Thomas M. Duffy |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, : Routledge, 2009 |
| Descrizione fisica | 1 online resource (389 p.) |
| Disciplina | 370.15/2 |
| Altri autori (Persone) |
DuffyThomas M
TobiasSigmund |
| Soggetto topico |
Constructivism (Education)
Instructional systems |
| ISBN |
1-135-84793-2
1-282-06535-1 9786612065354 0-203-87884-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Foreword; Preface; Part I Introduction; 1 The Success or Failure of Constructivist Instruction: An Introduction; Part II The Evidence for Constructivism; 2 Reconciling a Human Cognitive Architecture; 3 Constructivism in an Age of Non-Constructivist Assessments; 4 Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction; 5 Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance; 6 Constructivism: When It's the Wrong Idea and When It's the Only Idea
Part III Challenges to the Constructivist View7 What Human Cognitive Architecture Tells Us About Constructivism; 8 Epistemology or Pedagogy, That Is the Question; 9 How Much and What Type of Guidance is Optimal for Learning from Instruction?; 10 Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction; 11 The Empirical Support for Direct Instruction; Part IV An Examination of Specific Learning and Motivational Issues; 12 Learning and Constructivism; 13 From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning 14 What's Worth Knowing in Mathematics?15 "To Every Thing There is a Season, and a Time to Every Purpose Under the Heavens": What about Direct Instruction?; 16 Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems; Part V Summing Up; 17 An Eclectic Appraisal of the Success or Failure of Constructivist Instruction; 18 Building Lines of Communication and a Research Agenda; Index |
| Record Nr. | UNINA-9910811530303321 |
| New York, : Routledge, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Designing for learning in an open world / / Grainne Conole ; foreword by J. Michael Spector
| Designing for learning in an open world / / Grainne Conole ; foreword by J. Michael Spector |
| Autore | Conole Grainne |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | New York, : Springer, 2013 |
| Descrizione fisica | 1 online resource (332 p.) |
| Disciplina |
371.33
371.3344678 |
| Altri autori (Persone) | SpectorJ. Michael |
| Collana | Explorations in the learning sciences, instructional systems and performance technologies |
| Soggetto topico |
Learning
Open learning Instructional systems Learning strategies |
| ISBN |
9786613934253
1-283-62180-0 1-4419-8517-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Table of Contents 1. Preface: origins of and rationale for the book -- 2. Setting the scene 3. Overview b. 4. The context of modern education c. 5. The nature of educational technology d. 6. Today’s learners e. 7. The need for a new learning design methodology f. 8. Audience and structure of the book g. 9. The process of writing the book -- Ch 2 Design languages a. Introduction b. The challenges of designing for learning c. Design languages d. Design notation in music, architecture and chemistry i. Musical notation ii. Architectural notation iii. Chemical notation e. Learning design i. Defining learning design ii. The origins of learning design iii. A spectrum of learning design languages f. Origins of the Open Learning Design methodology i. The OU Learning Design Initiative ii. Design-Based Research iii. The OULDI learning design methodology g. Conclusion -- Ch 3: Related research fields a. Introduction b. Instructional Design c. Learning Sciences d. Learning objects and Open Educational Practices e. Pedagogical Patterns f. Professional networks and support centres g. Conclusion -- Ch 4: Open, social and participatory media a. Introduction b. The changing digital landscape of education c. A review of new technologies i. The characteristics of new technologies ii. The impact of Web 2.0 technologies iii. The use of Web 2.0 technologies in education iv. The impact on practice d. A review of Web 2.0 tools and practice e. Conclusion -- Theoretical perspectives Ch 5 Theory and methodology in learning design research a. Introduction b. Definitions c. Researchers’ home disciplines d. The nature of theory e. Theoretical perspectives i. Cultural Historical Activity Theory (CHAT) ii. Communities of Practice iii. Actor Network Theory iv. Cybernetics and systems thinking a. Methodological approaches i. Content analysis ii. Ethnography iii. Case studies iv. Action research v. Evaluation vi. Choosing an appropriate methodology b. Influences, beliefs and theoretical perspectives c. Conclusion -- Ch 6 The role of Mediating Artifacts in learning design a. Introduction b. The origins of the concept of Mediating Artifacts c. Capturing and representing practice d. Examples of Mediating Artifacts e. Understanding learning activities through Mediating Artifacts f. Meta-Mediating Artifacts g. An illustrative example of the application of this approach i. Teacher A: The design phase ii. Learner A: Use Scenario 1 - beginner’s route iii. Learner B: Use Scenario 2 - advanced route iv. Teacher B: Use Scenario 3 - repurposing h. Conclusion -- Ch 7 Affordances a. Introduction b. Definitions of the term c. ICT affordances i. Collaboration ii. Reflection iii. Interaction iv. Dialogue v. Creativity vi. Organization vii. Inquiry viii. Authenticity ix. Negative affordances - constraints a. Conclusion -- Design representations and tools Ch 8 Design representations a. Introduction b. Types of representation c. Examples of different types of representations i. Textual ii. Content map iii. The course map view iv. The pedagogy profile v. The task swimlane representation vi. Learning outcomes map vii. The course dimensions view viii. Principles/pedagogy matrix d. Evaluation of the views e. An example of application of the representations i. Course view ii. Pedagogical profile iii. Course dimensions iv. Learning outcomes v. Task swimlane f. Conclusion -- Ch 9 Case study: tools for visualizing designs a. Introduction b. Practitioners’ approaches to design c. Repurposing an Open Educational Resource d. The development of Compendium LD e. Evaluation of the use of Compendium LD f. Use by practitioners g. Use by students h. Other visualization tools i. Conclusion -- Ch 10 Pedagogical planners a. Introduction b. The need for pedagogical planners c. Examples of pedagogical planners i. The DialogPlus toolkit ii. Phoebe iii. The London Pedagogical Planner (LPP) iv. The Learning Design Support Environment (LDSE) d. Conclusion -- Openness Ch 11 The nature of openness a. Introduction b. Facets of openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research c. Principles d. Defining openness e. Characteristics of openness f. The OU’s Supported Open Learning (SOL) model g. Applying openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research h. Conclusion -- Ch 12 Open Educational Resources a. Introduction b. The Open Educational Resource movement c. A review of OER initiatives d. Case study 1: Openlearn e. Case study 2: Wikiwijs f. Case study 3: LeMill g. Case study 4: Podcampus h. Conclusion i. Appendix: The broader OER landscape -- Ch 13 Case study: Realising the vision of Open Educational Resources a. Introduction b. The Olnet initiative c. The OPAL initiative i. Strategies and policies ii. Quality assurance models iii. Collaborative and partnership modules iv. Tools and tool practices v. Innovations vi. Skills development and support vii. Business models and sustainability strategies viii. Barriers and enablers d. Enhancing the quality and innovation of OER e. Conclusion -- Social and participatory media Ch 14: Online communities and interactions a. Introduction b. The co-evolution of tools and practice c. Modes of interaction d. The changing nature of online communities e. The pedagogies of e-learning f. Sfard’s metaphors of learning g. Frameworks for supporting online communities h. The Community Indicators Framework i. Conclusion -- Ch 15 Case study: Cloudworks a. Introduction b. Cloudworks c. Theoretical underpinnings d. Evaluation of the OU Learning and Teaching Cloudscape e. Using Cloudworks to support learning -- Conclusion Ch 16 Conclusion, implications and reflections Postscript - reflections on adopting an open approach to the writing of the book. . |
| Record Nr. | UNINA-9910438357703321 |
Conole Grainne
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| New York, : Springer, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Edusaintek : jurnal pendidikan, sains dan teknologi
| Edusaintek : jurnal pendidikan, sains dan teknologi |
| Pubbl/distr/stampa | Situbondo, Indonesia : , : STKIP PGRI Situbondo |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Instructional systems
Education - Technology Education - Science |
| ISSN | 2655-3392 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | ind |
| Record Nr. | UNISA-996510055503316 |
| Situbondo, Indonesia : , : STKIP PGRI Situbondo | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
