Titlebook: Soziologie kompakt; Eine Einführung Klaus Feldmann Textbook 20012nd edition Springer Fachmedien Wiesbaden 2001 Alter.Familie.Gesellschaft.I

TEMPO

書(shū)目名稱(chēng)Soziologie kompakt影響因子(影響力)




書(shū)目名稱(chēng)Soziologie kompakt影響因子(影響力)學(xué)科排名




書(shū)目名稱(chēng)Soziologie kompakt網(wǎng)絡(luò)公開(kāi)度




書(shū)目名稱(chēng)Soziologie kompakt網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱(chēng)Soziologie kompakt被引頻次




書(shū)目名稱(chēng)Soziologie kompakt被引頻次學(xué)科排名




書(shū)目名稱(chēng)Soziologie kompakt年度引用




書(shū)目名稱(chēng)Soziologie kompakt年度引用學(xué)科排名




書(shū)目名稱(chēng)Soziologie kompakt讀者反饋




書(shū)目名稱(chēng)Soziologie kompakt讀者反饋學(xué)科排名

incubus

煩人

Klaus Feldmannr societies. Telecommunications and information technologies modify the process of accessing and storing data and knowledge, and consequently they also modify our relationship with both social and historical m- ory. Our various virtual communities continue to expand on a planetary scale, and hence t

ATOPY

acrophobia

antedate

Klaus Feldmann some tensions within the broad landscape of Learning Design and more specifically the Larnaca Declaration. Arguing that there are two distinct ideas underpinning the notion of sharing Learning Designs, the terms ‘plans for action’ versus ‘resources for reflection’ are introduced. Further different

Intersect

恭維

啪心兒跳動(dòng)

Klaus Feldmannactice’ can prepare students for future professional practice as well as facilitate different patterns of engagement and knowledge transformation. Three prototypical learning designs are analysed: (1) case-based learning, (2) design-based learning and (3) simulation-based learning. Networked learnin

沙文主義

ut this question, attention must be paid to the subjectivity of the person and the structural factors as well as the interactions between them. First, the chapter discusses the influence of contemporary social media system and communication landscape on networked public. There are two most important