標(biāo)題: Titlebook: Designing for Learning in an Open World; Gráinne Conole Book 2013 Springer Science+Business Media, LLC 2013 learning and instruction [打印本頁(yè)] 作者: lexicographer 時(shí)間: 2025-3-21 19:00
書(shū)目名稱(chēng)Designing for Learning in an Open World影響因子(影響力)
書(shū)目名稱(chēng)Designing for Learning in an Open World影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Designing for Learning in an Open World網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Designing for Learning in an Open World網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Designing for Learning in an Open World被引頻次
書(shū)目名稱(chēng)Designing for Learning in an Open World被引頻次學(xué)科排名
書(shū)目名稱(chēng)Designing for Learning in an Open World年度引用
書(shū)目名稱(chēng)Designing for Learning in an Open World年度引用學(xué)科排名
書(shū)目名稱(chēng)Designing for Learning in an Open World讀者反饋
書(shū)目名稱(chēng)Designing for Learning in an Open World讀者反饋學(xué)科排名
作者: Glucose 時(shí)間: 2025-3-21 23:18
978-1-4939-0202-6Springer Science+Business Media, LLC 2013作者: 空洞 時(shí)間: 2025-3-22 01:02 作者: 充氣女 時(shí)間: 2025-3-22 08:21
https://doi.org/10.1007/978-3-322-82390-8 each of these and how they can be used as part of both the design process and as a means of making the inherent design of a learning activity explicit. These include the follow representations: textual, content map, course map view, pedagogy profile, task swimlane view, learning outcomes map, course dimensions view and principle/pedagogy matrix.作者: cultivated 時(shí)間: 2025-3-22 12:12 作者: 鞭打 時(shí)間: 2025-3-22 14:23 作者: 鞭打 時(shí)間: 2025-3-22 19:47 作者: acheon 時(shí)間: 2025-3-22 23:53 作者: Cpr951 時(shí)間: 2025-3-23 03:38
Realising the Vision of Open Educational Resources,Despite the vision behind the open educational resource (OER) movement and the considerable investments in OER work, uptake, use and reuse by teachers and learners have been disappointing. This chapter explores ways in which we might address this issue, drawing on current work under two initiatives, OLnet and OPAL.作者: 合同 時(shí)間: 2025-3-23 05:50
Design Representations, each of these and how they can be used as part of both the design process and as a means of making the inherent design of a learning activity explicit. These include the follow representations: textual, content map, course map view, pedagogy profile, task swimlane view, learning outcomes map, course dimensions view and principle/pedagogy matrix.作者: Spirometry 時(shí)間: 2025-3-23 11:23
Pedagogical Planners,king informed learning design decisions. It will begin by discussing the rationale and perceived benefit behind the development of these planners and then focus on a number of specific planners, namely, DialogPlus, Phoebe, the London Pedagogical Planner and the Learning Design Support Environment (LDSE). It compares and contrasts these.作者: 種族被根除 時(shí)間: 2025-3-23 14:45
Open Educational Resources,esources’ have gained currency, and there is now a well-established international community of those interested in producing, using and researching open educational resources (OER). This chapter gives an overview of the growth of the OER movement and summarises some of the issues, highlighting key references.作者: 背書(shū) 時(shí)間: 2025-3-23 19:39 作者: gonioscopy 時(shí)間: 2025-3-24 00:56 作者: 壓迫 時(shí)間: 2025-3-24 05:28
Explorations in the Learning Sciences, Instructional Systems and Performance Technologieshttp://image.papertrans.cn/d/image/269044.jpg作者: MIRTH 時(shí)間: 2025-3-24 08:53
Gabler Kompakt-Lexikon Bank und B?rseand services are increasingly free, we need to rethink approaches to the design of learning activities and content. This chapter begins with an overview of the context of modern education, before looking at the characteristics of today’s learners and how they are using technologies. The concept of ‘作者: cajole 時(shí)間: 2025-3-24 13:04 作者: irradicable 時(shí)間: 2025-3-24 17:45
Gabler Kompakt-Lexikon Bank und B?rsemoting more effective teaching practices. This chapter looks explicitly at the ways in which learning and teaching innovations have been promoted and supported. It considers the strategies that have been used to scaffold teaching practice to ensure effective use of good pedagogy and to promote innov作者: SMART 時(shí)間: 2025-3-24 22:31 作者: cravat 時(shí)間: 2025-3-25 03:09 作者: 牛馬之尿 時(shí)間: 2025-3-25 06:19
https://doi.org/10.1007/978-3-322-82390-8then considers how the term can be used to describe the characteristics of technologies, along with illustrative examples. This chapter argues that the concept is valuable in that it accurately describes the ways in which the inherent characteristics of different technologies can be instantiated in 作者: PACK 時(shí)間: 2025-3-25 09:50 作者: Wallow 時(shí)間: 2025-3-25 13:06 作者: Evolve 時(shí)間: 2025-3-25 19:02
https://doi.org/10.1007/978-3-322-82390-8l as the use of more generic mind-mapping tools. The learning design specific tools include the CompendiumLD tool developed as part of the OU Learning Design Initiative (OULDI) work, the learning activity management system (LAMS) visual sequencing tool, the WebCollage tool for representing pedagogic作者: Osmosis 時(shí)間: 2025-3-25 22:30 作者: 吞噬 時(shí)間: 2025-3-26 01:21 作者: 清洗 時(shí)間: 2025-3-26 08:09 作者: Metastasis 時(shí)間: 2025-3-26 10:31
https://doi.org/10.1007/978-3-322-82390-8ractions and communities. It argues that new forms of more distributed, loose communities are emerging, which require new ways of describing and evaluating them. This chapter describes some of the most common e-learning pedagogies and looks at examples of how technologies can be used to instantiate 作者: arthroscopy 時(shí)間: 2025-3-26 12:56
https://doi.org/10.1007/978-3-322-82390-8 discuss learning and teaching ideas. It describes the perceived need for the site, the vision underpinning its development, its functionality and an overview of some of the patterns of user behaviour we are seeing emerging in the site. It applies the community indicator framework (CIF) described in作者: 反抗者 時(shí)間: 2025-3-26 18:06
https://doi.org/10.1007/978-3-322-82390-8e implications of each topic. I critically reflect on the implications of each of the topics and, in particular, what impact the learning design methodology described in this book is likely to have on learning and teaching and how it can help to change the way learning interventions are designed. Th作者: 背心 時(shí)間: 2025-3-26 21:20
https://doi.org/10.1007/978-3-322-82390-8 used, the tool CMap is discussed, along with the ways in which the kinds of representations described in the previous chapter can be instantiated using spreadsheets. This chapter concludes with a discussion of the benefits of such tools, along with the challenges they present.作者: 官僚統(tǒng)治 時(shí)間: 2025-3-27 02:35
Tools for Visualising Designs, used, the tool CMap is discussed, along with the ways in which the kinds of representations described in the previous chapter can be instantiated using spreadsheets. This chapter concludes with a discussion of the benefits of such tools, along with the challenges they present.作者: DEI 時(shí)間: 2025-3-27 06:42
2512-1715 e field.Provides practical examples and case studies using iThe Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways i作者: Project 時(shí)間: 2025-3-27 12:40 作者: 使混合 時(shí)間: 2025-3-27 15:08
Brigitte Bernard-Rau,Guilhem Schnerringhe concept are grounded in a sociocultural perspective and discusses how it is used specifically in the area of learning design. Illustrative examples are provided of the different mediating artefacts practitioners use to guide their design process.作者: 補(bǔ)角 時(shí)間: 2025-3-27 20:08
https://doi.org/10.1007/978-3-322-82390-8dology described in this book is likely to have on learning and teaching and how it can help to change the way learning interventions are designed. The central thesis of this work is that we need new approaches to design in order to make more effective use of new open, social and participatory media.作者: LOPE 時(shí)間: 2025-3-27 23:32
Introduction,learning design’ is introduced and, in particular, the notion that making design processes more explicit and shareable will enable teachers to develop more effective learning environments and interventions for learners. It will help learners to make more sense of their educational provision and associated learning pathways.作者: 蝕刻術(shù) 時(shí)間: 2025-3-28 03:32 作者: callous 時(shí)間: 2025-3-28 07:45 作者: BRAND 時(shí)間: 2025-3-28 12:24 作者: Tailor 時(shí)間: 2025-3-28 17:22
Design Languages and Learning Design,en developed in each of these. It then summarises some of the key characteristics of design practice that emerge and explores the implications of these in terms of the application of design principles to an educational context.作者: 騎師 時(shí)間: 2025-3-28 22:33 作者: encomiast 時(shí)間: 2025-3-29 00:03
Theory and Methodology: The Interdisciplinary Nature of the Field,ves chosen by the researchers. This chapter locates learning design within the broader field of technology-enhanced learning (TEL)/e-learning, drawing on the findings of a study which looked at the nature of interdisciplinarity in technology-enhanced learning (TEL) and a Networked Learning conference hot seat on theory and methodology.作者: affect 時(shí)間: 2025-3-29 03:22 作者: exigent 時(shí)間: 2025-3-29 08:03 作者: 遺棄 時(shí)間: 2025-3-29 12:25 作者: 為敵 時(shí)間: 2025-3-29 16:57
Gabler Kompakt-Lexikon Bank und B?rseative use of new technologies. The approaches to supporting teacher practice discussed in this chapter are instructional design, the learning sciences, learning objects and open educational resources, pedagogical patterns, and professional networks and support centres.作者: Outshine 時(shí)間: 2025-3-29 19:48 作者: fructose 時(shí)間: 2025-3-30 02:58
https://doi.org/10.1007/978-3-322-82390-8different contexts and through the different preferences of individuals and how they interact with technologies. This chapter describes how the term affordances can be used to help develop a better understanding of the characteristics of different technologies and inform design decisions.作者: ABIDE 時(shí)間: 2025-3-30 07:16 作者: crutch 時(shí)間: 2025-3-30 09:26
https://doi.org/10.1007/978-3-322-82390-8 interactions with resources to engagement with distributed networks and online communities. It argues that new approaches, such as the open learning design methodology introduced in this book, are needed if these online environments are going to be effective in supporting more participatory approaches to learning.作者: 補(bǔ)角 時(shí)間: 2025-3-30 13:05
Online Communities and Interactions, interactions with resources to engagement with distributed networks and online communities. It argues that new approaches, such as the open learning design methodology introduced in this book, are needed if these online environments are going to be effective in supporting more participatory approaches to learning.作者: Pepsin 時(shí)間: 2025-3-30 19:25
Introduction,and services are increasingly free, we need to rethink approaches to the design of learning activities and content. This chapter begins with an overview of the context of modern education, before looking at the characteristics of today’s learners and how they are using technologies. The concept of ‘作者: 摻假 時(shí)間: 2025-3-30 22:25 作者: 密碼 時(shí)間: 2025-3-31 03:53
