標題: Titlebook: Handbook for Online Learning Contexts: Digital, Mobile and Open; Policy and Practice Ann Marcus-Quinn,Tríona Hourigan Book 2021 Springer Na [打印本頁] 作者: 烈酒 時間: 2025-3-21 16:30
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open影響因子(影響力)
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open影響因子(影響力)學科排名
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書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open網(wǎng)絡公開度學科排名
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open被引頻次
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open被引頻次學科排名
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open年度引用
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open年度引用學科排名
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open讀者反饋
書目名稱Handbook for Online Learning Contexts: Digital, Mobile and Open讀者反饋學科排名
作者: faction 時間: 2025-3-21 22:56
Multiplying Awareness of Open Practices and Educational Resources,ms to multiply educator awareness of open educational resources and the eight attributes of open pedagogy. Future practice and policy suggestions provide extensions to the possibility of iterating towards openness as part of ongoing professional learning of multiplying OER awareness, readiness, use, and advocacy.作者: Expediency 時間: 2025-3-22 03:41 作者: heirloom 時間: 2025-3-22 05:10 作者: GEST 時間: 2025-3-22 11:52
http://image.papertrans.cn/h/image/420745.jpg作者: GUISE 時間: 2025-3-22 15:09 作者: 精確 時間: 2025-3-22 17:22
978-3-030-67351-2Springer Nature Switzerland AG 2021作者: 防止 時間: 2025-3-23 00:04
d provides advice for future policy and investment in digital teaching and learning and Open Education projects. It also provides an expectation on the future capacity and sustainability of Open Education...978-3-030-67351-2978-3-030-67349-9作者: Diverticulitis 時間: 2025-3-23 02:10
Book 2021periences from international teaching and learning projects at all levels of Education, and provides advice for future policy and investment in digital teaching and learning and Open Education projects. It also provides an expectation on the future capacity and sustainability of Open Education...作者: 前奏曲 時間: 2025-3-23 08:38
https://doi.org/10.1007/978-3-030-79557-3 they make better use of the lessons learned in the field of scalability that MOOCs (Massive Open Online Courses) offer. The teaching methods presented will lead to four tips with hands-on advice for teachers on how to design and deliver online education aiming for deep learning, this being the end goal of higher education.作者: 描繪 時間: 2025-3-23 16:00
https://doi.org/10.1007/978-1-4757-0205-7ated within the company mission and vision. This chapter provides a solid theoretical foundation for mobile learning in the corporate sector along with guidance for practitioners, on how to utilize mobile technologies for effective workplace learning.作者: 開始沒有 時間: 2025-3-23 18:35
The Semiotics of Law in Legal Educationrning; and, the role of MOOCs in schools. A key conclusion looking across all the findings is that professional collaboration and knowledge sharing is powerfully supported when the teachers, as learners, belong to a community of practice.作者: monochromatic 時間: 2025-3-24 02:16 作者: 現(xiàn)任者 時間: 2025-3-24 02:29 作者: 逢迎春日 時間: 2025-3-24 06:53 作者: 憤憤不平 時間: 2025-3-24 13:55 作者: oracle 時間: 2025-3-24 16:39 作者: 緯度 時間: 2025-3-24 20:03 作者: Esalate 時間: 2025-3-25 01:43 作者: 執(zhí) 時間: 2025-3-25 03:49
Implementing Open Pedagogy in Higher Education: Examples and Recommendations,chapter describes the open pedagogy practices followed in these courses. The importance of scaffolding to support learning throughout the phases of integrating renewable assignments into the courses is highlighted. A set of design guidelines and recommendations for future implementation of renewable assignments is presented.作者: embolus 時間: 2025-3-25 11:23 作者: BARGE 時間: 2025-3-25 15:43 作者: Ibd810 時間: 2025-3-25 19:41 作者: craving 時間: 2025-3-25 22:05 作者: Vldl379 時間: 2025-3-26 03:20
https://doi.org/10.1057/9781137290410 social learning as long as they include an academic foundation and are guided by pedagogical criteria. This type of research facilitates the implementation of pedagogical methods based on social components and network participation that are essential to an increasingly flexible, open and participat作者: overwrought 時間: 2025-3-26 05:49 作者: GROG 時間: 2025-3-26 11:29
Margaret C. Jacob,Catherine Secretanne. Technology and the use of social media could recruit children into more informal learning experiences of the natural world (e.g. Schilhab et al. 2018b; Schilhab, 2021)..Based on the research project ‘Natural Technology’, we document and analyse the kind of app technologies children and young peo作者: 同義聯(lián)想法 時間: 2025-3-26 13:42
https://doi.org/10.1007/978-981-10-4917-0essions around different content areas but always with the same methodology. In this chapter, we illustrate a session, which focuses on the use of digital texts such as picture book applications to support children’s language learning. We illustrate how the use of research-based multimodal online re作者: PAC 時間: 2025-3-26 18:41
https://doi.org/10.1007/978-1-4020-8642-7by providing a case study of one such open education initiative, the online ., that has now been undertaken by more than 7000 educators in Australian schools. Based on an extensive analysis of both quantitative and qualitative data sources, this chapter concludes that there are many opportunities fo作者: 六邊形 時間: 2025-3-26 21:46
https://doi.org/10.1007/978-1-137-08003-5earning. There were no significant differences between the perceptions of students and parents regarding the benefits and limitations of mobile learning for EFL learning. It was also shown that there is discrepancy between students’ use of mobile devices at home and in the EFL class. While the secon作者: Obstacle 時間: 2025-3-27 03:05
https://doi.org/10.1007/978-3-642-13983-3rning materials in the form of open textbooks or supplemental materials. Moreover, the movement of open educational practice—called “Open Pedagogy”—is evolving (EDUCAUSE 2018). Introducing learner-centered design to use OERs for not only substituting publishers’ textbooks but also “interacting” with作者: Synchronism 時間: 2025-3-27 07:32 作者: 迎合 時間: 2025-3-27 13:18 作者: 癡呆 時間: 2025-3-27 14:51
https://doi.org/10.1007/978-3-030-18111-6caffolded. However, as with all learning tools, digital resources must be considered as just that, tools at the disposal of the teacher and of the learner, which offer both affordances and constraints, and which may or may not be appropriate, depending on the given pedagogical situation (Arkorful an作者: Overstate 時間: 2025-3-27 20:41
Handbook for Online Learning Contexts: Digital, Mobile and OpenPolicy and Practice作者: Cpr951 時間: 2025-3-28 00:28
Handbook for Online Learning Contexts: Digital, Mobile and Open978-3-030-67349-9作者: 枯萎將要 時間: 2025-3-28 05:11
Formulated Professional Identity of Learning Designers and the Role of Open Education in Maintaininf design itself. Doing so empowers teachers to assert professional standing, and thus become greater advocates for the importance of education and teachers. This chapter presents a framework for this expanded definition of teaching and discusses how it might fit within existing learning design frame作者: Infant 時間: 2025-3-28 07:56 作者: IRK 時間: 2025-3-28 13:35 作者: Contend 時間: 2025-3-28 16:01 作者: Individual 時間: 2025-3-28 19:16 作者: Conscientious 時間: 2025-3-29 02:11
,Beyond Mindfulness Mondays: The Potential of Open Education to Support Whole School Wellbeing – ,by providing a case study of one such open education initiative, the online ., that has now been undertaken by more than 7000 educators in Australian schools. Based on an extensive analysis of both quantitative and qualitative data sources, this chapter concludes that there are many opportunities fo作者: myopia 時間: 2025-3-29 03:45
Mobile-Assisted Language Learning in a Secondary School in Iran: Discrepancy Between the Stakeholdeearning. There were no significant differences between the perceptions of students and parents regarding the benefits and limitations of mobile learning for EFL learning. It was also shown that there is discrepancy between students’ use of mobile devices at home and in the EFL class. While the secon作者: 粘土 時間: 2025-3-29 08:24 作者: Obituary 時間: 2025-3-29 12:08
A Critical Review of Emerging Pedagogical Perspectives on Mobile Learning,nlivened by developments of new devices, services and software and, alongside possible benefits, streams of significant social and educational dilemmas. This is the challenge for ML and the aim to describe and develop sustainable, well-integrated pedagogical practices and theoretical foundations tha作者: 分離 時間: 2025-3-29 17:13
The Professional Development of Teachers Using Tablets in Bilingual Primary Classrooms, home and school links. They integrated successfully the use of tablets in their teaching for a number of creative literacy activities in both languages. The teachers used relevant apps to support reading and writing activities, such as reading comprehension, guided and creative writing. Teachers’ a作者: preservative 時間: 2025-3-29 23:08 作者: lipids 時間: 2025-3-30 03:29 作者: SUGAR 時間: 2025-3-30 06:53
OER and the Future of Digital Textbooks,d promote high-quality, accessible education to all. As a result, the last decade has witnessed increasing financing of OER initiatives by private donors, governments, and institutions. Despite students’ and faculty members’ positive perceptions of OER and evidence that students using OER perform eq作者: CRUMB 時間: 2025-3-30 11:02 作者: ciliary-body 時間: 2025-3-30 16:15
,Connected Learning in Virtual Classrooms for a Master’s in Teacher Training at One University in May (UNED) in Spain. Connected learning involves social participation via social networks for the development of reflective and critical thinking. The purpose of this chapter is to describe the didactic use of connected learning and analyse its results. The chapter describes students’ perceptions of t作者: 多節(jié) 時間: 2025-3-30 19:54
Teaching Methodologies for Scalable Online Education,uld be prepared to deliver education to a worldwide audience and not just to the selection of students who live in the proximity of the institute. This calls for a completely different approach to education. In this chapter, we explore the teaching methodologies of online education, primarily focusi作者: Pituitary-Gland 時間: 2025-3-30 23:44
Mobile Devices and Mobile Learning in Greek Secondary Education: Policy, Empirical Findings and Imp is still limited and this topic is not covered in the literature in the Greek context. This chapter presents the situation in Greek secondary education with regard to mobile devices and mobile learning, discussing the existing policy and recent empirical findings. The integration of mobile devices 作者: 食料 時間: 2025-3-31 04:19
,An Exploration of Chinese Students’ Self-Directed Mobile Learning Outside School: Practices and Mot their devices for mobile learning experiences. Recent studies have helped us to understand the use of mobile devices both in and out of school by focusing on the features and effectiveness of mobile learning. Issues of students’ self-directed learning with mobile devices outside of school within di作者: 討好美人 時間: 2025-3-31 07:34 作者: 褻瀆 時間: 2025-3-31 10:11 作者: 免除責任 時間: 2025-3-31 16:42
Multiplying Awareness of Open Practices and Educational Resources,ms to multiply educator awareness of open educational resources and the eight attributes of open pedagogy. Future practice and policy suggestions provide extensions to the possibility of iterating towards openness as part of ongoing professional learning of multiplying OER awareness, readiness, use,作者: SKIFF 時間: 2025-3-31 19:32 作者: bibliophile 時間: 2025-4-1 00:21 作者: 情感脆弱 時間: 2025-4-1 03:43
The Current Status of Open Education Practices in Japan, globe. Activities related to OERs in tertiary institutions (22.4%) are higher than those in primary or secondary institutions (UNESCO 2012a, b). As of July 2019, a total of 1071 organizations in 248 countries participate in the development and dissemination of OERs (OER World Map 2019). As of 2018,作者: Misgiving 時間: 2025-4-1 06:18 作者: carotid-bruit 時間: 2025-4-1 11:00
Implementing Open Pedagogy in Higher Education: Examples and Recommendations, as a teaching practice to empower learners in the creation of OER content. This chapter presents three cases where open pedagogy was put into practice in a higher education institution. The three cases were within blended, online, and face-to-face courses where students engaged in the creation of p作者: 變化無常 時間: 2025-4-1 14:45
Overcoming Transactional Distances for Atypical Learners in Workplace M-Learning,tcome in a training initiative. Such gratifying learner reflection prompted the writing of this chapter, which describes an organizational action research (OAR) undertaken in a corporate environment. It explores the development and delivery of a mobile learning (m-learning) initiative in a construct作者: 靈敏 時間: 2025-4-1 22:05 作者: 染色體 時間: 2025-4-1 23:48
Learning Alone or Learning Together? How Can Teachers Use Online Technologies to Innovate Pedagogy? is ‘a(chǎn)s good as’ direct face-to-face teaching. The authors contributing to this paper, members of the MirandaNet Fellowship professional community of practice, describe an incubation period since 1992 through which they trace the emergence of new teaching and learning theories and practices based on作者: 表臉 時間: 2025-4-2 05:18
