Titlebook: Educational Technology Beyond Content; A New Focus for Lear Brad Hokanson,Gregory Clinton,Matthew Schmidt Book 2020 Springer Nature Switzer

CROW

使成波狀

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.

VALID

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.

癡呆

高度

Ondines-curse

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.

Ornament

跑過

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.

靈敏

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.

杠桿支點(diǎn)

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.