作者: 阻撓 時(shí)間: 2025-3-21 22:35
https://doi.org/10.1057/9780230207578 designers in their respective fields. An empowered designer is someone who recognizes themselves as a designer and is able to engage in design purposefully. The study took place within the context of a nontraditional interdisciplinary instructional design program. Participants of this study were a 作者: immunity 時(shí)間: 2025-3-22 02:43 作者: STENT 時(shí)間: 2025-3-22 05:47
Cultural Theory After the Contemporarygly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this chapter, we describe the creation of a novel undergraduate user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program. Instead of 作者: 靦腆 時(shí)間: 2025-3-22 09:25
Cultural Theory and the Problem of Modernitylearning opportunities afforded by engaging English as a Second Language (L2) readers in creating digital book trailers (DBTs) –short digital videos introducing the content of a book by providing a digitally mediated and visual experience. This chapter begins with an introduction to DBT and then dis作者: nitric-oxide 時(shí)間: 2025-3-22 13:51
Ergebnisse der empirischen Studieion, the design of Virtuoso’s prototype intervention focusing on learning to use public transportation is described, along with descriptions of a spherical video-based virtual reality mobile app and a three-dimensional collaborative virtual learning environment. Clear background is provided on autis作者: nitric-oxide 時(shí)間: 2025-3-22 17:48 作者: 指數(shù) 時(shí)間: 2025-3-22 21:56 作者: 袖章 時(shí)間: 2025-3-23 03:40
The Yoruba Pedosphere: The Tale of Onilé well-rounded professionals. This framework moves away from discipline- or content-specific learning to focus on progressive development of interdisciplinary knowledge, skills, and attitudes in order to synthesize and integrate across disciplines. The extended Bloom’s taxonomy and competency framewo作者: Anguish 時(shí)間: 2025-3-23 07:56 作者: propose 時(shí)間: 2025-3-23 09:44
https://doi.org/10.1057/9781137478290rofessionals in a particular discipline. It provides an educational experience that goes beyond presenting information- and skill-based content knowledge and leading students to develop greater interest and more mature perspectives of the field. We have called this new educational platform a Playabl作者: arsenal 時(shí)間: 2025-3-23 16:15 作者: 凈禮 時(shí)間: 2025-3-23 21:47 作者: invulnerable 時(shí)間: 2025-3-24 00:50
https://doi.org/10.1057/978-1-349-95038-6students, this study found that students managed to set goals, manage their time, used learning strategies, and self-evaluated their learning. The findings also suggested that students were more aware and confident of their self-efficacy in relation to speaking and writing as well as cultural awaren作者: Hiatal-Hernia 時(shí)間: 2025-3-24 05:54 作者: 鄙視讀作 時(shí)間: 2025-3-24 10:10 作者: Pericarditis 時(shí)間: 2025-3-24 13:26 作者: CLAMP 時(shí)間: 2025-3-24 17:31
integrating maker education. This preparation encompasses not only the technological pedagogical content knowledge (TPACK) involved in maker education but also the soft skills, belief, and a maker mindset. Research on these topics is limited. Thus, the purpose of this study was to investigate what s作者: 婚姻生活 時(shí)間: 2025-3-24 19:10 作者: Initiative 時(shí)間: 2025-3-25 00:35
Brad Hokanson,Gregory Clinton,Matthew SchmidtFurnishes a diverse exploration of instructional design and learning environments.Provides application ready ideas for the field of instructional design.Includes an examination of the development of c作者: 舊式步槍 時(shí)間: 2025-3-25 07:09
Educational Communications and Technology: Issues and Innovationshttp://image.papertrans.cn/e/image/302685.jpg作者: 泛濫 時(shí)間: 2025-3-25 11:34 作者: 搖曳 時(shí)間: 2025-3-25 12:36
https://doi.org/10.1007/978-3-030-37254-5Holistic Design Identity Through Integrated Studio Education; Mindful and Motivational Regulation Str作者: 吹牛者 時(shí)間: 2025-3-25 17:25
978-3-030-37256-9Springer Nature Switzerland AG 2020作者: 小步走路 時(shí)間: 2025-3-25 22:15 作者: ascend 時(shí)間: 2025-3-26 01:20
Threading Self-Regulation and Self-Efficacy in a Flipped College Spanish Course,dings also suggested that students were more aware and confident of their self-efficacy in relation to speaking and writing as well as cultural awareness. Significance of threading self-regulation and self-efficacy strategies in the flipped approach are shared.作者: 相容 時(shí)間: 2025-3-26 04:44
Learning Through Play,xploration, and identifies ways in which educational technology can facilitate attitudes of play. Educators hoping to facilitate improvisation and experimentation can confidently and effectively do so by integrating educational technology and playful practices.作者: chemical-peel 時(shí)間: 2025-3-26 09:49 作者: Indelible 時(shí)間: 2025-3-26 12:46 作者: Amylase 時(shí)間: 2025-3-26 17:17 作者: 只有 時(shí)間: 2025-3-27 00:22
Cultural and Creative Mural Spacese suggest that the term “knowledge acquisition” that appears to be so often in the literature may actually be a misnomer (Compton & Jensen, 1990). What many may be referring to is actually information acquisition. For the purposes of this chapter, however, we may interchange the two terms with this caveat in mind.作者: mortgage 時(shí)間: 2025-3-27 05:00 作者: Demonstrate 時(shí)間: 2025-3-27 07:06 作者: 國(guó)家明智 時(shí)間: 2025-3-27 09:46
https://doi.org/10.1057/9780230286283rning that might go otherwise unnoticed. Implications may include the creation of scaffolds to support the learning of instructional design and future research that looks at real instances of design discourse as guideposts to help us better create design instruction.作者: 偉大 時(shí)間: 2025-3-27 14:37
Models of Love as Social Connections,ity when training fails to consider learning “beyond content.” Lessons learned and recommendations for instructional designers in diverse?workplaces are discussed. Implications for theory and practice are also?explored in this chapter.作者: Manifest 時(shí)間: 2025-3-27 18:38 作者: ear-canal 時(shí)間: 2025-3-27 23:57
The Magic in Management Buyouts,and that the attributes are interrelated. This mixed-method study contributes important knowledge which can be used to improve the design of schools and optimize both learner and instructor creativity.作者: 虛弱 時(shí)間: 2025-3-28 04:34
t-centered active learning strategies in their instruction. Moreover, pre-service teachers gained a reflective skillset. Meanwhile, pre-service teachers made concrete plans for designing and teaching . lessons in practice, offering professional development, and taking on leadership roles. The implications of this study were discussed.作者: Pillory 時(shí)間: 2025-3-28 08:07
Unfinished Business: The Missing Skills,which may supply a unifying principle. The proposition is advanced that we should look for ways of reconciling and integrating their differences. Using skilled performance as the superclass of both is suggested as a means of achieving this.作者: Crater 時(shí)間: 2025-3-28 13:34 作者: CROW 時(shí)間: 2025-3-28 17:55 作者: 使成波狀 時(shí)間: 2025-3-28 22:30
Relationships, Feedback, and Student Growth in the Design Studio: A Case Study,tructor-student relationships. Implications for instructors include the suggestion that they make intentional efforts to build trust with students as they develop skills and dispositions in preparation for the professional world.作者: VALID 時(shí)間: 2025-3-29 01:48
Beyond Bricks and Mortar: Attributes of the School Environment That Teachers Relate to Creative Insand that the attributes are interrelated. This mixed-method study contributes important knowledge which can be used to improve the design of schools and optimize both learner and instructor creativity.作者: 癡呆 時(shí)間: 2025-3-29 03:20 作者: 高度 時(shí)間: 2025-3-29 07:24 作者: Ondines-curse 時(shí)間: 2025-3-29 12:29
https://doi.org/10.1007/978-3-319-46328-5le can be created by employing virtual avatar-guided motivational regulation messages. Specifically, we will share the structure of the module, virtual avatar design, and the motivational regulation message design. Possible future studies are also discussed.作者: Ornament 時(shí)間: 2025-3-29 18:28 作者: 跑過(guò) 時(shí)間: 2025-3-29 20:39
Training Motivational Regulation Skills Through Virtual Avatars in Online Learning,le can be created by employing virtual avatar-guided motivational regulation messages. Specifically, we will share the structure of the module, virtual avatar design, and the motivational regulation message design. Possible future studies are also discussed.作者: 靈敏 時(shí)間: 2025-3-30 01:04
Building a Holistic Design Identity Through Integrated Studio Education,relying upon content-delineated coursework, where strands of competence necessary for practice are often siloed, the integrated studio encourages students to build a flexible design identity, relating multiple strands of content to one another in a systematic way throughout their program.作者: 杠桿支點(diǎn) 時(shí)間: 2025-3-30 07:54
Technological Tribal Territories: How Culture Influences Learning Beyond Content in Educational Tecaper examines research on the impact of culture on educational technology tools and how this affects learning of content. This review suggests that educational technology content creators and instructors should be aware of the varying cultures of learners if learners are to fully engage with this content.作者: ADJ 時(shí)間: 2025-3-30 12:15 作者: 不能逃避 時(shí)間: 2025-3-30 15:10 作者: 經(jīng)典 時(shí)間: 2025-3-30 17:42 作者: anachronistic 時(shí)間: 2025-3-30 22:46 作者: scrutiny 時(shí)間: 2025-3-31 02:30
https://doi.org/10.1057/978-1-349-95038-6dings also suggested that students were more aware and confident of their self-efficacy in relation to speaking and writing as well as cultural awareness. Significance of threading self-regulation and self-efficacy strategies in the flipped approach are shared.作者: 削減 時(shí)間: 2025-3-31 06:21
xploration, and identifies ways in which educational technology can facilitate attitudes of play. Educators hoping to facilitate improvisation and experimentation can confidently and effectively do so by integrating educational technology and playful practices.作者: 的染料 時(shí)間: 2025-3-31 11:08
Unfinished Business: The Missing Skills,e of college and university examiners. Handbook I: Cognitive domain. New York: David McKay Co, 1956; Gagné, The conditions of learning. New York: Holt, Rinehart, & Winston, 1965) are revisited, asking why the design community at large treats them as “received wisdom,” while at the same time their au作者: 欺騙世家 時(shí)間: 2025-3-31 16:31
,Aha, I’m a Designer?! Becoming Empowered Designers Through Course Experiences, designers in their respective fields. An empowered designer is someone who recognizes themselves as a designer and is able to engage in design purposefully. The study took place within the context of a nontraditional interdisciplinary instructional design program. Participants of this study were a 作者: 鎮(zhèn)壓 時(shí)間: 2025-3-31 19:53
What , Be the Content for Student Learning?,y, and so forth. Content is often further conceived as being embedded in media such as textbooks, handouts, movies, computers, posters, and bulletin boards that are used in the context of classrooms inside school buildings. First, I discuss the difference between “what is” and “what should be.” The 作者: aspect 時(shí)間: 2025-3-31 23:54
Building a Holistic Design Identity Through Integrated Studio Education,gly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this chapter, we describe the creation of a novel undergraduate user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program. Instead of 作者: 貪婪的人 時(shí)間: 2025-4-1 05:35 作者: 污點(diǎn) 時(shí)間: 2025-4-1 08:03 作者: 否認(rèn) 時(shí)間: 2025-4-1 10:33 作者: crease 時(shí)間: 2025-4-1 15:40
,Organizational Systems’ Effect on Training Success: Why Covering the Content Is Not Enough,stract and decontextualized training materials were shared with employees in order to comply with an accelerated implementation timeline?for a new performance appraisal system. This approach resulted in a workforce that was ill-prepared to operate the new system when it was implemented. In addition,作者: Basilar-Artery 時(shí)間: 2025-4-1 20:05
