標題: Titlebook: Blended Learning Designs in STEM Higher Education; Putting Learning Fir Christopher N. Allan,Chris Campbell,Julie Crough Book 2019 Springer [打印本頁] 作者: Spouse 時間: 2025-3-21 17:09
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書目名稱Blended Learning Designs in STEM Higher Education被引頻次學(xué)科排名
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書目名稱Blended Learning Designs in STEM Higher Education年度引用學(xué)科排名
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書目名稱Blended Learning Designs in STEM Higher Education讀者反饋學(xué)科排名
作者: 姑姑在炫耀 時間: 2025-3-21 23:15
Experience in International Lending,simple visual dataflow that outlines the sequence of teaching and learning activities while identifying the appropriate resources and personnel required to efficiently and effectively complete the appropriate tasks.?Two case studies are included to elaborate on the process undertaken and demonstrate作者: 期滿 時間: 2025-3-22 04:18 作者: 抓住他投降 時間: 2025-3-22 07:28
https://doi.org/10.1007/978-1-4614-8651-0ange of roles. This can be achieved by clearly and overtly attaching value to tasks, activities, learning outcomes and assessments that specifically relate to employability, and by providing the opportunity for students to identify, record and reflect on relevant co-curricular and extra-curricular e作者: 出處 時間: 2025-3-22 09:19
https://doi.org/10.1007/978-1-4757-3685-4ing skills, time management and organizational skills, leadership and team working skills, equipping them for professional life beyond university. Leaders are observed at least twice per trimester, by the PASS Coordinator and by a Senior Leader, with feedback provided to support development. Using a作者: 思想流動 時間: 2025-3-22 13:28 作者: 事與愿違 時間: 2025-3-22 17:14
https://doi.org/10.1007/978-1-4757-3685-4r life-long learning is underpinned by common challenges faced by educators regarding the development of any learning activity. This chapter describes a conceptual framework of how to design and integrate learning activities for ePortfolios, how to support learning activities with authentic assessme作者: Seizure 時間: 2025-3-22 21:18 作者: chlorosis 時間: 2025-3-23 04:25
Jeffrey Brooks,Georgiy Chernyavskiyworkshop structure implemented in this design were successful in supporting student learning of complex material. We observed that the quality of student work generally improved across the teaching period. Evaluations identified issues with the use of the PebblePad platform in terms of limitations f作者: 財主 時間: 2025-3-23 06:57 作者: REIGN 時間: 2025-3-23 12:02
Jeffrey Brooks,Georgiy Chernyavskiyoughlin, .; Loughlin, Johnston, Watters, Brown, & Harman, .). This chapter will review the development of current online learning support scenarios for mathematics in STEM and provide two case study analyses (first-year courses in chemistry and biochemistry), for the outcomes from two years of imple作者: Functional 時間: 2025-3-23 17:40 作者: Rct393 時間: 2025-3-23 21:32 作者: 強壯 時間: 2025-3-24 01:03
,Storms Before the Storm: 1912–1914,ter provides nine evidence-based principles and guidelines for developing blended learning designs in STEM higher education. Although these principles have been derived from one implementation of blended learning technology and in one university for STEM higher education courses, it is tentatively p作者: adequate-intake 時間: 2025-3-24 02:46
,instructions and other resources to help teachers embed and adapt designs in their own subject. Readers will be equipped with an expanded toolkit of resources, designs, ideas and activities that can be directl978-981-13-6982-7作者: 尾隨 時間: 2025-3-24 07:24
Creating a Successful Implementation of PebblePad: The University Context, on a just-in-time basis. Data is presented in this chapter from the university-wide implementation of both students and staff. Usage data over time is also presented. Overall, the implementation of PebblePad throughout Sciences has been successful with the uptake described in the chapter.作者: Basilar-Artery 時間: 2025-3-24 12:03 作者: 中子 時間: 2025-3-24 15:03 作者: Urgency 時間: 2025-3-24 23:03
Creating Order from (Potential) Chaos: Embedding Employability with the Griffith Sciences PLUS Progange of roles. This can be achieved by clearly and overtly attaching value to tasks, activities, learning outcomes and assessments that specifically relate to employability, and by providing the opportunity for students to identify, record and reflect on relevant co-curricular and extra-curricular e作者: 提升 時間: 2025-3-25 01:01 作者: 充氣球 時間: 2025-3-25 03:52
Embedding Employability: A Case Study Using ePortfolios in Studio Learning and Teaching,ers with a professional portfolio to launch them into their professional life. Current indicators show that 90% of Griffith Urban and Environmental Planning graduates obtain industry-related employment after graduating. This is significant given the changing nature of the workforce and employment pr作者: 輕推 時間: 2025-3-25 10:55
ePortfolios: Integrating Learning, Creating Connections and Authentic Assessments,r life-long learning is underpinned by common challenges faced by educators regarding the development of any learning activity. This chapter describes a conceptual framework of how to design and integrate learning activities for ePortfolios, how to support learning activities with authentic assessme作者: 大吃大喝 時間: 2025-3-25 13:55
Challenges of Student Equity and Engagement in a HyFlex Course,e challenges we faced to match learning designs to available technology. We evaluated our teaching components according to student participation and their quantitative and qualitative feedback. We found that most students appreciated the HyFlex mode delivery and while our approach was shown to be ef作者: 存心 時間: 2025-3-25 17:07
Engaging with STEM Students: Successes and Challenges in Course Design,workshop structure implemented in this design were successful in supporting student learning of complex material. We observed that the quality of student work generally improved across the teaching period. Evaluations identified issues with the use of the PebblePad platform in terms of limitations f作者: PRE 時間: 2025-3-25 20:25
Rethinking Flight Education: Student Use of Reflection and Video Creation to Enhance Learning,in flight tasks on computer workstations in a computer laboratory. Students were able to use screen recording software, before they answered reflective questions that were then assessed. Evaluations of the innovation that were completed afterwards showed that the technique was regarded as highly eff作者: libertine 時間: 2025-3-26 01:42 作者: CRAB 時間: 2025-3-26 06:49 作者: resistant 時間: 2025-3-26 12:04
Use of PebblePad to Develop Scaffolded Critical Reflection in Scientific Practice,rm is a flexible tool that provides an opportunity to augment the existing research experiences through the development of scaffolded critical reflection of scientific practices holistically. This chapter will present the application of best practices associated with both blended design and undergra作者: 我沒有強迫 時間: 2025-3-26 14:10 作者: 國家明智 時間: 2025-3-26 18:00 作者: ectropion 時間: 2025-3-26 21:29
Christopher N. Allan,Chris Campbell,Julie CroughExamines a variety of examples of blended learning practice in STEM education.Describes a suite of evidence-based learning principles on how to design, implement and teach within a blended learning en作者: 數(shù)量 時間: 2025-3-27 02:07 作者: 人造 時間: 2025-3-27 08:49 作者: 向外供接觸 時間: 2025-3-27 09:42 作者: 邪惡的你 時間: 2025-3-27 15:59
Experience in International Lending,oughout the design and development of learning and teaching activities. The response to this question offers guidance for refining and rationalising the resources, tasks and sequences required to efficiently and effectively develop blended learning tasks. This chapter showcases a process undertaken 作者: moratorium 時間: 2025-3-27 18:24 作者: ADORN 時間: 2025-3-27 22:30 作者: infarct 時間: 2025-3-28 02:47 作者: 廣大 時間: 2025-3-28 08:14
Jivtesh Garg,Nicola Bonini,Nicola Marzaricure student to cultivate the resilience and determination that endows the forward momentum to keep moving when the going gets tough. Goal-setting helps to re-frame their degree program in their minds as simply a means to an end, rather than an end in itself. A key aspect of this process is to embed作者: Kindle 時間: 2025-3-28 12:59 作者: Cosmopolitan 時間: 2025-3-28 14:43 作者: Innocence 時間: 2025-3-28 18:44 作者: Sigmoidoscopy 時間: 2025-3-28 23:34 作者: transient-pain 時間: 2025-3-29 06:41
European History in Perspectivee any part of the course in online and/or face-to-face mode. Such courses arguably provide the highest flexibility for student learning, but also pose a number of challenges to learning design. These include not only the ones inherent to online instruction and face-to-face instruction but also those作者: insurrection 時間: 2025-3-29 08:44
Jeffrey Brooks,Georgiy Chernyavskiyresented challenges in terms of size, location, interest, understanding, and existing knowledge.?We drew on the lessons learned from a previous redesign project for a course that shared many of these attributes to develop a course structure and approach to address these challenges. The design of the作者: 睨視 時間: 2025-3-29 13:22
The Sick Leader: De Facto Removal from Powernd Australia. As part of their course, the students were asked to create videos and answer reflective questions on the associated learning experience to allow them to reflect on content including aspects of aviation regulation, aerodynamics, flight preparation, aircraft technical, as well as safety 作者: nocturia 時間: 2025-3-29 19:30
Jeffrey Brooks,Georgiy Chernyavskiytical skills of STEM undergraduates (Jackson & Johnson, .). Whilst these approaches are often stand-alone without a discipline-specific context, studies have shown that students reported a positive impact of mathematics support on retention, confidence, performance and ability to cope with the vario作者: induct 時間: 2025-3-29 22:20 作者: 槍支 時間: 2025-3-30 01:42
https://doi.org/10.1057/9781137314123 undergraduate degree program. Enrolled in this program are students who scored in the top 11 percentile of all university entrants and are intentionally on a scientific research career trajectory. In preparation for the embedded honour component of the program, students undertake three core researc作者: 騙子 時間: 2025-3-30 07:09
,Storms Before the Storm: 1912–1914,ing practice. Scholarly research by STEM practitioners in designing evidence-based blended learning designs and practice is essential in its educative capacity of supporting STEM academics to reflect upon and develop their learning and teaching practices. The Griffith Sciences Blended Learning Model作者: Incumbent 時間: 2025-3-30 08:12
https://doi.org/10.1007/978-981-13-6982-7Blended Learning; Learning Design; Design Principles; STEM Higher Education; Embedding Employability Ski作者: Muscularis 時間: 2025-3-30 13:06
Springer Nature Singapore Pte Ltd. 2019作者: DOSE 時間: 2025-3-30 17:16
https://doi.org/10.1007/978-0-333-98537-3This chapter will discuss the preliminary results of this implementation and will identify where and how reflective learning tasks can be best used in particular courses within the forensic chemistry program to achieve these outcomes.作者: Parabola 時間: 2025-3-30 23:48
,Implementing PebblePad into Forensic Chemistry—A Whole of Program Approach,This chapter will discuss the preliminary results of this implementation and will identify where and how reflective learning tasks can be best used in particular courses within the forensic chemistry program to achieve these outcomes.作者: visceral-fat 時間: 2025-3-31 01:54 作者: alleviate 時間: 2025-3-31 07:01
Lending Behavior toward Family Firmsement and document blended learning principles and design in STEM education, the systematic training and support process developed, and the strategies used to promote the scholarly practice in learning and teaching.作者: Adulate 時間: 2025-3-31 10:06 作者: Adenoma 時間: 2025-3-31 15:05
Jivtesh Garg,Nicola Bonini,Nicola Marzariation technology (ICT) students in the course ‘Fundamentals of Information Technology’. It will be seen that the students found the usability of this approach to be beneficial, enabling them to produce an effective Career Action Plan sufficient to warrant the continued use of the method.作者: 過多 時間: 2025-3-31 20:39
Introduction,ement and document blended learning principles and design in STEM education, the systematic training and support process developed, and the strategies used to promote the scholarly practice in learning and teaching.作者: Admire 時間: 2025-3-31 22:14
Stimulating Curiosity in STEM Higher Education: Connecting Practices and Purposes Through ePortfoli, parameters and opportunities at Griffith University. Collectively, these considerations inform how the affordances of learning technologies can support integrating professional practices and pedagogical change across purposes, time and space.作者: Amylase 時間: 2025-4-1 03:19 作者: 暴發(fā)戶 時間: 2025-4-1 07:23
Book 2019(STEM) higher education, including detailed evaluations and discussions for a variety of science subjects. Further, it presents a professional learning framework that can be used to support the implementation of blended learning technologies to increase buy-in from academic staff, to support grass r作者: LUDE 時間: 2025-4-1 10:19 作者: 駁船 時間: 2025-4-1 17:22 作者: FILLY 時間: 2025-4-1 22:00
What Is the Purpose? Using Blended Learning Designs to Purposefully Focus on Student Engagement, Suoughout the design and development of learning and teaching activities. The response to this question offers guidance for refining and rationalising the resources, tasks and sequences required to efficiently and effectively develop blended learning tasks. This chapter showcases a process undertaken 作者: 持久 時間: 2025-4-2 01:41
On the CUSP (A Community of Usable Scholarly Practice): A Safe Space for Blended Learning and Teach and teaching and, in particular, blended learning. Noting the literature, it was realised that in order for blended learning to enhance student learning, Griffith Science academics would need a safe space to become aware of the possibilities, the affordances and the challenges of using technology w作者: frivolous 時間: 2025-4-2 06:31
Stimulating Curiosity in STEM Higher Education: Connecting Practices and Purposes Through ePortfoliplines. In particular, it investigates a conceptual framework to address . It includes a comprehensive exploration of the literature and evidence-based practices that informs the key themes underlying this challenge. The chapter investigates why change is needed for learning and teaching in STEM dis作者: Ganglion 時間: 2025-4-2 09:04
Creating Order from (Potential) Chaos: Embedding Employability with the Griffith Sciences PLUS Progcreate strong connections between a student’s university work, life experiences and their future career. The PLUS program emphasises achievable targets for students via a series of ‘bite-sized’ tasks and activities appropriate for each stage of the student life cycle. In 2016, PLUS was adopted by th作者: 口訣法 時間: 2025-4-2 12:47
Embedding Employability into an Information Technology Curriculum Using PebblePad: A Practice Reporcure student to cultivate the resilience and determination that endows the forward momentum to keep moving when the going gets tough. Goal-setting helps to re-frame their degree program in their minds as simply a means to an end, rather than an end in itself. A key aspect of this process is to embed
