標(biāo)題: Titlebook: Smart Learning Objects for Smart Education in Computer Science; Theory, Methodology Vytautas ?tuikys Book 2015 Springer International Publ [打印本頁(yè)] 作者: 浮華 時(shí)間: 2025-3-21 17:30
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書(shū)目名稱(chēng)Smart Learning Objects for Smart Education in Computer Science影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Smart Learning Objects for Smart Education in Computer Science網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Smart Learning Objects for Smart Education in Computer Science網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Smart Learning Objects for Smart Education in Computer Science被引頻次
書(shū)目名稱(chēng)Smart Learning Objects for Smart Education in Computer Science被引頻次學(xué)科排名
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書(shū)目名稱(chēng)Smart Learning Objects for Smart Education in Computer Science讀者反饋
書(shū)目名稱(chēng)Smart Learning Objects for Smart Education in Computer Science讀者反饋學(xué)科排名
作者: Cultivate 時(shí)間: 2025-3-21 20:56
2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, such as bildung, practical knowledge regime and translation theory, with the aim of furthering a seminal conversation between practice theory a作者: FILTH 時(shí)間: 2025-3-22 03:05
Vytautas ?tuikys2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, such as bildung, practical knowledge regime and translation theory, with the aim of furthering a seminal conversation between practice theory a作者: 圍裙 時(shí)間: 2025-3-22 07:27 作者: 點(diǎn)燃 時(shí)間: 2025-3-22 12:45
Vytautas ?tuikys2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, such as bildung, practical knowledge regime and translation theory, with the aim of furthering a seminal conversation between practice theory a作者: 小爭(zhēng)吵 時(shí)間: 2025-3-22 16:58
Vytautas ?tuikysn Practice offers a further development of the notion of Nordic educational action research (as described in a earlier volume Nurturing praxis 2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, 作者: 改變 時(shí)間: 2025-3-22 18:06
Vytautas ?tuikys2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, such as bildung, practical knowledge regime and translation theory, with the aim of furthering a seminal conversation between practice theory a作者: 消瘦 時(shí)間: 2025-3-23 00:24
Vytautas ?tuikysn Practice offers a further development of the notion of Nordic educational action research (as described in a earlier volume Nurturing praxis 2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, 作者: 合乎習(xí)俗 時(shí)間: 2025-3-23 05:17 作者: 天然熱噴泉 時(shí)間: 2025-3-23 08:45
Vytautas ?tuikystegies may be premised on a specific form of violence: violence . conflict. In other words, they may enact violence against conflictual forms of world-building, including the threatworks I have described in .. This is due largely to the assumption that conflict, left unchecked, . violence, and indee作者: 一個(gè)姐姐 時(shí)間: 2025-3-23 11:15
Vytautas ?tuikysis from Chicago. Neither New York nor Chicago can be represented, but Philadelphia and St. Louis can. Their “sense” or “essence” (James plays with the word “sense”) can be picked up (like scents), but of the first two cities, the “cluster of appearances can . no sense.” James felt that in going sout作者: Factual 時(shí)間: 2025-3-23 15:00
Vytautas ?tuikysis from Chicago. Neither New York nor Chicago can be represented, but Philadelphia and St. Louis can. Their “sense” or “essence” (James plays with the word “sense”) can be picked up (like scents), but of the first two cities, the “cluster of appearances can . no sense.” James felt that in going sout作者: 宴會(huì) 時(shí)間: 2025-3-23 21:26
Smart Learning Objects for Smart Education in Computer ScienceTheory, Methodology 作者: 與野獸博斗者 時(shí)間: 2025-3-24 01:01 作者: 間諜活動(dòng) 時(shí)間: 2025-3-24 03:34 作者: infarct 時(shí)間: 2025-3-24 09:11
Vytautas ?tuikysnd discussed, both in terms of established traditions and of practices of collaborative development. The book also reflect on the “regional” traditions and educational practices in the Nordic countries are reflected on in the third part of the book..The volume addresses teachers at all levels in the作者: 閃光東本 時(shí)間: 2025-3-24 12:48
Vytautas ?tuikysnd discussed, both in terms of established traditions and of practices of collaborative development. The book also reflect on the “regional” traditions and educational practices in the Nordic countries are reflected on in the third part of the book..The volume addresses teachers at all levels in the作者: 違法事實(shí) 時(shí)間: 2025-3-24 15:38 作者: Antigen 時(shí)間: 2025-3-24 21:55
Vytautas ?tuikysnd discussed, both in terms of established traditions and of practices of collaborative development. The book also reflect on the “regional” traditions and educational practices in the Nordic countries are reflected on in the third part of the book..The volume addresses teachers at all levels in the作者: 青春期 時(shí)間: 2025-3-25 01:41
ch many of the acts of ’dissidents’ and paramilitary groups discussed here may enact. It may also be used to discuss violence against the radical sources of conflicting groups, or indeed, against conflictual forms of world-building. Transformative peace interventions, which literally attempt to remo作者: Console 時(shí)間: 2025-3-25 04:46 作者: extinguish 時(shí)間: 2025-3-25 10:33
Vytautas ?tuikystal, so that he is not so often “hoisted or lowered by machinery.” He notes that if Boston is not so much a place as a state of mind, Philadelphia is not so much a place as a state of consanguinity, a settled society. He notes in Philadelphia the “ho-mogeneous” (9.2.208); that which he had looked fo作者: Confirm 時(shí)間: 2025-3-25 11:52
Vytautas ?tuikystal, so that he is not so often “hoisted or lowered by machinery.” He notes that if Boston is not so much a place as a state of mind, Philadelphia is not so much a place as a state of consanguinity, a settled society. He notes in Philadelphia the “ho-mogeneous” (9.2.208); that which he had looked fo作者: notice 時(shí)間: 2025-3-25 17:58 作者: 配偶 時(shí)間: 2025-3-25 23:49 作者: generic 時(shí)間: 2025-3-26 02:02
Vytautas ?tuikysussed, both in terms of established traditions and of practices of collaborative development. The book also reflect on the “regional” traditions and educational practices in the Nordic countries are reflected on in the third part of the book..The volume addresses teachers at all levels in the978-94-6209-722-3作者: 耐寒 時(shí)間: 2025-3-26 06:02 作者: conjunctiva 時(shí)間: 2025-3-26 11:41 作者: 描繪 時(shí)間: 2025-3-26 15:42
Authoring Tools to Design Smart LOs). Our practice shows that, at the initial phase of adoption of the approach, it is even recommended to apply the manual development. On the other hand, the human efforts are highly dependable on the complexity of SLOs (simply, it might be measured by the number of parameters and their dependency, i作者: anthropologist 時(shí)間: 2025-3-26 18:01
Smart Education in CS: A Case Studyfar, in fact, by introducing and combining two novel approaches, smart LOs and robot-based smart educational environments, we have paved a way for researching and studying the STEM approach too. But first, we need to show how smart LOs and smart educational environments interact among themselves and作者: 構(gòu)想 時(shí)間: 2025-3-26 22:54 作者: ANTIC 時(shí)間: 2025-3-27 01:19
http://image.papertrans.cn/s/image/868852.jpg作者: Hot-Flash 時(shí)間: 2025-3-27 07:26
https://doi.org/10.1007/978-3-319-16913-2Adaptive Context-Aware SLO; Authoring Tools to Design SLO; CS Education Domain Modelling; Robot-Based S作者: insecticide 時(shí)間: 2025-3-27 09:45
Vytautas ?tuikysPresents a methodology for creating smart learning objects and smart educational environments using robots as well as for integrating both into the real education setting.Includes a dedicated chapter 作者: Alveoli 時(shí)間: 2025-3-27 16:44 作者: 修正案 時(shí)間: 2025-3-27 21:45 作者: ANTI 時(shí)間: 2025-3-27 23:31 作者: 重疊 時(shí)間: 2025-3-28 02:34 作者: tolerance 時(shí)間: 2025-3-28 10:12 作者: expeditious 時(shí)間: 2025-3-28 14:09
Enhanced Features of SLOs: Focus on Specializationng to connect reuse issues with the educational context in order we could be able first . and then having the specialized SLO to consider . in some well-defined manner. Therefore, the aim of this chapter is to introduce such a framework and discuss the ..作者: aspect 時(shí)間: 2025-3-28 17:56
Background to Design Smart LOs and Supporting Toolsplication domain for its implementation. To resolve this contradiction, we also use informal scenarios (motivating example) to explain the essential details of the approach. Therefore, we hope that different forms of representing the design models at the different level of abstraction are helpful for a variety of designer flavours.作者: 極深 時(shí)間: 2025-3-28 18:58
Authoring Tools to Specialize and Adapt Smart LOsmplementing a wide scale of learning variability, indeed there is a large space for adaptation. In the pure technological sense, the adaptation is a specific transformation process. In the case of using SLO specification, we are able to carry out adaptation through refactoring or specialization (see the discussion on the term issues in Sect. .).作者: botany 時(shí)間: 2025-3-28 23:38 作者: 橫截,橫斷 時(shí)間: 2025-3-29 06:47
Context-Aware Adaptation of Smart LOs at the modelling level in Chap. . can be seen also as the conceptual background (in terms of creating a space of possible variants) for adaptive personalized learning on the basis of using SLOs. Even more, the specialized SLO considered in the previous chapter is the methodological background for automatic adaptation.作者: Ballad 時(shí)間: 2025-3-29 07:57
A Vision of Smart Teaching in CS I mean the analysis of research trends in the e-learning and domains (the latter is treated as a very significant branch of e-learning) so that the reader could be able first to understand the essence of the domain and then be aware of the intention of our approach which focuses on two novel concep作者: 發(fā)展 時(shí)間: 2025-3-29 13:58
Understanding of LO Domain Through Its Taxonomiesframework by the following reasons: (1) LO domain is commonly recognized as the heart of e-learning in general; (2) the LO concept is accepted and its role well understood for teaching CS as well; (3) the LO domain is continuously evolving in horizontal (meaning in general) and vertical dimensions (作者: 旅行路線 時(shí)間: 2025-3-29 18:02
Reuse Framework of the LO DomainLet us remind some of them. ., reuse principles are universal and general to be applicable in many fields. Reuse experience taken from the other domains with a higher maturity level (e.g. hardware, software) can be easily transferred and adapted to e-learning. ., reuse is a very promising approach b作者: Orgasm 時(shí)間: 2025-3-29 22:57 作者: COMMA 時(shí)間: 2025-3-30 01:09 作者: Incumbent 時(shí)間: 2025-3-30 05:10 作者: 甜瓜 時(shí)間: 2025-3-30 11:54 作者: assent 時(shí)間: 2025-3-30 16:03
Context-Aware Adaptation of Smart LOslearning. To achieve this aim, we have already made an essential move – we have created conditions for that. Indeed the learning variability discussed at the modelling level in Chap. . can be seen also as the conceptual background (in terms of creating a space of possible variants) for adaptive pers作者: DEI 時(shí)間: 2025-3-30 18:13 作者: 間諜活動(dòng) 時(shí)間: 2025-3-30 23:58
