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

ADJ

不能逃避

經(jīng)典

anachronistic

scrutiny

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.

削減

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.

的染料

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

欺騙世家

,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

鎮(zhèn)壓

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

aspect

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