標(biāo)題: Titlebook: Learning Inclusion in a Digital Age; Belonging and Findin Stephen Dobson,Brit Svoen,Pip Hardy Book‘‘‘‘‘‘‘‘ 2024 The Editor(s) (if applicabl [打印本頁(yè)] 作者: clot-buster 時(shí)間: 2025-3-21 19:09
書目名稱Learning Inclusion in a Digital Age影響因子(影響力)
書目名稱Learning Inclusion in a Digital Age影響因子(影響力)學(xué)科排名
書目名稱Learning Inclusion in a Digital Age網(wǎng)絡(luò)公開(kāi)度
書目名稱Learning Inclusion in a Digital Age網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Learning Inclusion in a Digital Age被引頻次
書目名稱Learning Inclusion in a Digital Age被引頻次學(xué)科排名
書目名稱Learning Inclusion in a Digital Age年度引用
書目名稱Learning Inclusion in a Digital Age年度引用學(xué)科排名
書目名稱Learning Inclusion in a Digital Age讀者反饋
書目名稱Learning Inclusion in a Digital Age讀者反饋學(xué)科排名
作者: Euphonious 時(shí)間: 2025-3-21 21:22
Promoting Social Inclusion and Mutual Understanding: Intertwined Efforts at Local, National and Inteas success stories and a possible path for further developments. Finally, the point of view of local administrators and educators on the possible impact of the policy and resulting project initiatives is presented, proposing a snapshot of lessons learned in the eyes of stakeholders.作者: BUMP 時(shí)間: 2025-3-22 02:26
We Belong and Connect When We Have a Voice: Towards a Learning Design for Inclusive Learninges, through digital literacy. The design is?based on the participation of a community encompassing?students, teachers and technologists. Developing online learning resources entails being culturally and gender sensitive, through stories in every step of the learning journey, focusing on the learners needs and sense of connectedness.作者: 脆弱吧 時(shí)間: 2025-3-22 06:11 作者: modest 時(shí)間: 2025-3-22 10:33
The Critique of Learning Inclusion in a Digital World: A Conversationk neglecting how it might colonise our minds, creating new forms of exclusion—despite the importance of digital story telling? What of those who prioritise the digital before other basic human needs, such as food, water and housing? How does this book’s focus upon SDG 3, 4 and 11 relate to other SDG’s?作者: Adrenal-Glands 時(shí)間: 2025-3-22 14:42
Towards Wellbeing-Ness as an Experience of Inclusion, Belonging and Voice in a Digital (Post-Covid) llbeing-ness in a more digitally informed COVID world, such as through digital storytelling and, secondly, how to assess and put a value on it and, in so doing, show how a taxonomy of the emotions might support an understanding of inclusion.作者: indigenous 時(shí)間: 2025-3-22 18:20
Fostering Social Inclusion of People in Situations of Vulnerability: Experiences from the Italian an to present best practices with a focus on digital technologies. The last section explores teachers’ and professionals’ training needs and the supporting actions for their continuing professional development?at a local and national?level.作者: 竊喜 時(shí)間: 2025-3-23 00:05
Joining Voices for Social Inclusion: Activism and Resilience of Professionals Working with People inession, but also on its outcomes in terms of learning inclusion, resilience and the process of overcoming the challenges?evident in (re)building of professional identities. This involves considering?processes that can be decisive in the way people in situations of vulnerability are perceived, heard, supported, empowered, and included.作者: 時(shí)間等 時(shí)間: 2025-3-23 05:19 作者: 牽連 時(shí)間: 2025-3-23 08:31
Multilingual Stories for Immigrants and Refugees: A Language-as-Resource Approachning in courses, and LIDA Stories (.), a collection of country-specific websites with multilingual stories for youth and adult immigrants and refugees who are learning the language of the host country. The chapter concludes by highlighting the key role of stories for the acquisition of the host country language by migrants and refugees.作者: 泥土謙卑 時(shí)間: 2025-3-23 10:54 作者: Ballad 時(shí)間: 2025-3-23 14:19 作者: meretricious 時(shí)間: 2025-3-23 21:59
Promoting Learning Inclusion Through the Global Network of Learning Cities and Sustainable Developme and Well-being and how they both can be usefully conceived as a shared platform for the other SDGs, such as SDG 11 on Sustainable Cities and Communities, with the goal of making human settlements inclusive, safe, resilient and sustainable.作者: 貨物 時(shí)間: 2025-3-24 00:18
Introduction: The Changing World of Pedagogy in Diverse Cultural Contexts,r participants. Cultures of inclusion are shared ways of being together through the weave of activities taking place. But what might culture mean in an educational sense for cultures of learning inclusion? Let us consider some examples.作者: DEVIL 時(shí)間: 2025-3-24 05:29 作者: 幸福愉悅感 時(shí)間: 2025-3-24 07:41
eben ist, sondern fortlaufend ?hergestellt“ werden muss. Gesellschaft beruht insofern immer auf einer voraussetzungsreichen Reproduktionsleistung. Entsprechend lautet auch . Kernfrage der klassischen Soziologie ?Wie ist Gesellschaft m?glich?“ (Simmel 1908).作者: glans-penis 時(shí)間: 2025-3-24 14:34
Marta Pinto,Brit Svoeneben ist, sondern fortlaufend ?hergestellt“ werden muss. Gesellschaft beruht insofern immer auf einer voraussetzungsreichen Reproduktionsleistung. Entsprechend lautet auch . Kernfrage der klassischen Soziologie ?Wie ist Gesellschaft m?glich?“ (Simmel 1908).作者: Erythropoietin 時(shí)間: 2025-3-24 17:57
Elsa Guedes Teixeira,Angélica Monteiroer Frie?hardt in . sagen l?sst: ?Des Landvogts oberherrliche Gewalt; Verachtet er und will sie nicht erkennen“ (1965: 977). Nach Jahren der knechtischen Unterdrückung der Landleute durch die V?gte Kaiser Albrechts, eskaliert mit Frie?-hardts Anklage ein . Besonders die Landleute aus Schwyz und Uri w作者: Mere僅僅 時(shí)間: 2025-3-24 20:44
Espen Stranger-Johannessen,Valeria Damianieben ist, sondern fortlaufend ?hergestellt“ werden muss. Gesellschaft beruht insofern immer auf einer voraussetzungsreichen Reproduktionsleistung. Entsprechend lautet auch . Kernfrage der klassischen Soziologie ?Wie ist Gesellschaft m?glich?“ (Simmel 1908).作者: 歡笑 時(shí)間: 2025-3-25 01:23 作者: PALL 時(shí)間: 2025-3-25 04:09
Stephen Dobson,Brit Svoen,Gabriella Agrusti,Pip Hardyaben (vgl. hierzu auch Müller, 1995), versuchen gleichzeitig die wirtschaftliche Partizipation und die kulturelle Vielfalt verschiedener Gruppen zu, f?rdern. Diesem . ordnet Wieviorka — zumindest in bestimmten gro?st?dtischen Enklaven — auch Deutschland zu. Als Beispiel nennt er Frankfurt/Main mit s作者: ELATE 時(shí)間: 2025-3-25 08:16
Book‘‘‘‘‘‘‘‘ 2024skills in digital storytelling and digital stories creation for personal, community and professional purposes.?Conceptually and of interest for researcher and policy makers at local, national and transnational levels, this book brings together a number of related concepts to generate innovative unde作者: 拉開(kāi)這車床 時(shí)間: 2025-3-25 13:31 作者: Anguish 時(shí)間: 2025-3-25 18:14 作者: accrete 時(shí)間: 2025-3-25 21:47
Gabriella Agrusti,Jo?o Caramelo,Andrea Ciasca Marra作者: Glower 時(shí)間: 2025-3-26 02:25
Introduction: The Changing World of Pedagogy in Diverse Cultural Contexts,e are also interested in how this entails the establishment of what we would call cultures of learning inclusion. The emphasis is upon culture; we mentioned the Norwegian anthropologist Frederik Barth in the Preface who highlighted the importance of the weave of individuals in social relationships a作者: 漂亮 時(shí)間: 2025-3-26 07:01
Promoting Social Inclusion and Mutual Understanding: Intertwined Efforts at Local, National and Inteel. It offers a rich and yet necessarily partial appreciation of some of the most highly respect projects funded by the Erasmus+ programme. They read as success stories and a possible path for further developments. Finally, the point of view of local administrators and educators on the possible impa作者: 積極詞匯 時(shí)間: 2025-3-26 08:48
Towards Wellbeing-Ness as an Experience of Inclusion, Belonging and Voice in a Digital (Post-Covid) oice are defining moments. Only a few years ago this might have been understood in terms such as social and emotional learning (SEL), but now the buzz word globally and especially in a country such as New Zealand is ‘wellbeing’. The challenge is twofold: firstly, how to conceptualise and practice we作者: Parameter 時(shí)間: 2025-3-26 14:50 作者: 鬧劇 時(shí)間: 2025-3-26 19:35
Fostering Social Inclusion of People in Situations of Vulnerability: Experiences from the Italian anrs, educators and other experts working with adults in situations of vulnerability (migrants, refugees and people at risk of poverty or social exclusion). The goal of the chapter is to analyse challenges and obstacles for professionals in promoting social inclusion for the selected target groups and作者: 撕裂皮肉 時(shí)間: 2025-3-26 22:00 作者: 搖曳 時(shí)間: 2025-3-27 02:18
Voice, Belonging, Storytelling and Transformation in Digital Storytelling Workshop Settings—Some Phined and unlearned skills such as ethical, self and aesthetic knowledge, to express, represent and, through a process of distillation that is not unlike the phenomenological reduction, create a connection between storyteller and viewer that can cross boundaries of time and space. This chapter conside作者: 詼諧 時(shí)間: 2025-3-27 05:43 作者: 罐里有戒指 時(shí)間: 2025-3-27 09:41
Bridging the Gaps: Promoting Competences for Democratic Culture and the Wellbeing of Girls Through Dte to promoting competences for democratic culture and wellbeing. Empathy, especially for victims of bullying, was a highly relevant competence throughout the narratives. The analysis focused on wellbeing and the need to recognize differences and to be accepted and respected. The workshops enabled a作者: 放大 時(shí)間: 2025-3-27 15:56
Multilingual Stories for Immigrants and Refugees: A Language-as-Resource Approachy. Open educational resources (OER), including courses and websites with multilingual stories, are ways to address this challenge. This chapter will present and analyse the OER developed in three projects funded by the Erasmus+ Programme: Advenus and Regap, which integrated language and content lear作者: demote 時(shí)間: 2025-3-27 18:18
Including the Marginalised: Engaging People with Dementia and the Elderly in Technology-Based Particsed that could inform and enable improvement. Digital storytelling is a methodology used in health and social care, education and quality improvement in which the creation and ownership of stories moves from the system to the marginalised (by age, dementia, etc.) service users. The digital storytell作者: 枕墊 時(shí)間: 2025-3-28 00:59 作者: BADGE 時(shí)間: 2025-3-28 06:07
Afterwordars due to school closures caused by the Covid-19 pandemic. This means of course a significant loss of future earnings across their lifetimes. In addition, after schools reopened, only 20% of countries implemented measures to foster mental health and provide psychosocial support for students. School作者: 沙文主義 時(shí)間: 2025-3-28 06:22 作者: Lignans 時(shí)間: 2025-3-28 14:00 作者: BRAWL 時(shí)間: 2025-3-28 14:39 作者: MUT 時(shí)間: 2025-3-28 19:17 作者: AV-node 時(shí)間: 2025-3-29 01:21
Elsa Guedes Teixeira,Angélica Monteirodert aus dem Wort?erkennen‘ (Kluge 1989). ?Erkennen‘ ist zun?chst gebr?uchlich in den Bedeutungen von erstens , durch die Sinne wahrnehmen‘ (?Ich kann die Buchstaben nicht erkennen.“), zweitens , durch Vergleich unterscheiden und wieder erkennen‘ (?Ich erkenne es deutlich wieder.“), drittens ?durch 作者: Obsequious 時(shí)間: 2025-3-29 06:17 作者: Monolithic 時(shí)間: 2025-3-29 08:41
Tony Sumner — und seit dem mit steigender Intensit?t — war die Migration und die Wanderung von V?lkern eher die Regel als die Ausnahme und hat ethnisch oder kulturell gemischte Gesellschaften hervorgebracht“ (ebd., S. 191). In diesem Sinne stellen sowohl Baden-Württemberg wie Kalifornien multikulturelle Gesell作者: modest 時(shí)間: 2025-3-29 11:57
Stephen Dobson,Brit Svoen,Gabriella Agrusti,Pip Hardy — und seit dem mit steigender Intensit?t — war die Migration und die Wanderung von V?lkern eher die Regel als die Ausnahme und hat ethnisch oder kulturell gemischte Gesellschaften hervorgebracht“ (ebd., S. 191). In diesem Sinne stellen sowohl Baden-Württemberg wie Kalifornien multikulturelle Gesell作者: Demonstrate 時(shí)間: 2025-3-29 19:02 作者: 熱情贊揚(yáng) 時(shí)間: 2025-3-29 20:35 作者: 錢財(cái) 時(shí)間: 2025-3-30 02:19
Sustainable Development Goals Serieshttp://image.papertrans.cn/l/image/582751.jpg作者: 指耕作 時(shí)間: 2025-3-30 07:04
Afterwordars due to school closures caused by the Covid-19 pandemic. This means of course a significant loss of future earnings across their lifetimes. In addition, after schools reopened, only 20% of countries implemented measures to foster mental health and provide psychosocial support for students. School absenteeism rose to unprecedented level.作者: 溺愛(ài) 時(shí)間: 2025-3-30 12:02 作者: gangrene 時(shí)間: 2025-3-30 14:04
Learning Inclusion in a Digital Age978-981-99-7196-1Series ISSN 2523-3084 Series E-ISSN 2523-3092 作者: 自愛(ài) 時(shí)間: 2025-3-30 17:57
10樓作者: mighty 時(shí)間: 2025-3-30 23:41
10樓
