Relevant bibliographies by topics / ITunesU

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ITunesU'

Author: Grafiati
Published: 10 March 2023
Last updated: 14 March 2023

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Journal articles on the topic "ITunesU"

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Suárez, Dariel. "iTunesU y Coursera: pedagogía universitaria 2.0 / iTunesU and Coursera: University pedagogy 2.0." Cuaderno de Pedagogia Universitaria 9, no. 18 (July 19, 2014): 6–8. http://dx.doi.org/10.29197/cpu.v9i18.173.

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Existen distintas plataformas tecnológicas útiles para enriquecer el quehacer docente en la Universidad. En este artículo se presentan dos de ellas, las cuales nos marcan el camino que está siguiendo la educación superior en el mundo estos días. iTunesU, herramienta especialmente diseñada para dispositivos de Apple y Coursera.org, abierta a cualquiera que tenga un navegador web, están abriendo camino a una educación más universal, abierta y de calidad. Las más calificadas universidades del mundo tienen presencia en estas plataformas y el número de universidades con cursos y conferencias disponibles para todos va en aumento cada día. La propuesta es que los profesores integren estos y similares recursos a sus prácticas docentes a fin de enriquecerlas.AbstractThere exist several useful technological platforms that help enhance the teaching performance in the University. In this article, the author presents two of them, which set the route that Higher Education is following in the world nowadays. They are, on the one hand, iTunesU, a tool specifically designed for Apple devices, and on the other, Coursera.org, which is available to anyone with access to a web navigator, and both are opening a new educational path, one that is more universal, open and of higher quality. These platforms are present in the best qualified universities in the world, and the number of universities that offer courses and conferences available to the open public is growing exponentially. The author proposes that teachers integrate these and other similar resources in their teaching practices as a way to enhance their results.
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Šimonová, lvana, and Jan Netolička. "Teaching and Learning English at Grammar School Supported by Mobile Touch Technologies." International Journal of Information and Communication Technologies in Education 6, no. 1 (March 28, 2017): 61–69. http://dx.doi.org/10.1515/ijicte-2017-0006.

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Abstract The article deals with the implementation of iTunesU in English lessons at the secondary grammar school. The content is structured into three main parts. First, the theoretical background for the appropriate use of mobile devices is introduced reflecting the Comenius′ principles and Koole’s FRAME model. Second, a strategy for practising English pronunciation is described. Third, a set of three lessons enhanced, or not, by mobile touch technology was described and learners· feedback displayed. Finally, authors′ recommendations are provided.
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Sanderson, W., R. Omron, C. Harvey, M. Anderson, N. Rodriguez, K. Oksuita, E. Auf der Heide, C. Schleisman, and J. P. Tupesis. "Rethinking Education: The Wiscopkins Model - Novel Curriculum and Milestone Deployment Using iTunesU." Annals of Emergency Medicine 62, no. 4 (October 2013): S135. http://dx.doi.org/10.1016/j.annemergmed.2013.07.204.

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Simonian, S. M., B. Chakravarthy, K. Hosseini, W. Hoonpongimanont, S. Lotfipour, and M. Boysen Osborn. "14 Asynchronous Learning: A Comparison of Knowledge Acquisition Between Traditional Conference Lectures Versus iTunesU Mp4 Distance Learning Among Emergency Medicine Residents." Annals of Emergency Medicine 60, no. 5 (November 2012): S168. http://dx.doi.org/10.1016/j.annemergmed.2012.07.037.

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Garcia-Granda, Santiago, and Laura Roces. "IYCr2014: Ongoing Activities around the ECA area." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1300. http://dx.doi.org/10.1107/s2053273314086999.

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As the International Year of Crystallography is going on, the crystallographic community is actively involved in a number of activities and events to connect crystallography and society. The European Area, where the seminal discoveries took place, combines the traditional out-reach activities carried out during the last few years with several new activities to make crystallography and crystallization attractive to the public in general. The crystal growing competitions, involving high schools, organized since 2008 in Spain, are in 2014 very popular in the ECA Area. Since 2011, a Summer Scientific Campus has been held at the University of Oviedo in which the students develop a research project that incorporates crystallography as the core theme (X-Ray diffraction in the Forensic Science, Crystallisation and Mineralogy Workshops) [1]. An extension of that is the Spanish program for IYCr2014 "Science, Crystals and Society" [2]. For the European activities, the ECA Executive Committee created the IYCr2014 Coordination Committee, to gather initiatives in the ECA area and to be a link with the IUCr worldwide supervision of IYCr2014. "Discovering", "Getting involved" and "Communicating" are the three key points to connect scientists and society. The main objective of this project is to integrate and disseminate the science of crystallography into the European society, particularly among students, boosting the European dimension of the Project. "Discovering", "Getting involved" and "Communicating" are the three key points that will connect scientists and society. This European platform (http://www.iycr2014.eu) and the associated social networks content are the European links between crystallography and society using a number of tools: A dedicated IP/TV, ITunesU Chanel, or the Google Course Builder tool platform. Acknowledgements: Financial support from Ministerio de Economía y Competitividad de España (MAT2010-15094, Factoría de Cristalización–Consolider Ingenio 2010) and ERDF.
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Varin, Janelle. "iTunes Metadata and Classical Music: Issues and Solutions for Crowdsourced Metadata in iTunes." Serials Librarian 69, no. 1 (July 4, 2015): 70–76. http://dx.doi.org/10.1080/0361526x.2015.1036196.

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Lu, Zhen Xia, and Yi Chun Zhang. "iTunes U and the Construction of Open Educational Resources." Advanced Materials Research 171-172 (December 2010): 197–200. http://dx.doi.org/10.4028/www.scientific.net/amr.171-172.197.

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To co-construct and share OERs is a common goal of global for education fields. iTunes U is an open and free educational platform constructed on the basis of iTunes, which provides brand-new development conditions and ideas for the co-construction and sharing of OERs. This article first raises the key problems for the co-construction and sharing of OERs and then analyzes why it is not only possible but also necessary for iTunes U to support the development of OERs.
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Fessler, Nicholas J. "YouTube, iTunes U and You." Accounting Education 21, no. 1 (February 2012): 43–45. http://dx.doi.org/10.1080/09639284.2011.621651.

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Voss, D. "COMPUTER SCIENCE: iTunes Meets Wikipedia." Science 313, no. 5788 (August 11, 2006): 737c. http://dx.doi.org/10.1126/science.313.5788.737c.

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Çelik, Serkan, Veli Toptaş, and Tuğçe Karaca. "iTunes University: Potentials and Applications." Procedia - Social and Behavioral Sciences 64 (November 2012): 412–16. http://dx.doi.org/10.1016/j.sbspro.2012.11.048.

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Dissertations / Theses on the topic "ITunesU"

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Antonio, Giardi. "Progettazione e valutazione di un format per il mobile learning: il caso iTunesU Siena." Doctoral thesis, Università di Siena, 2017. http://hdl.handle.net/11365/1024411.

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L’attività di dottorato si inserisce all’interno di un progetto dell’Università di Siena del 2012 che prevedeva la progettazione e l’implementazione di una piattaforma a supporto dell’attività didattica e dell’attività di orientamento, la progettazione di un format “mobile” (da utilizzarsi per la progettazione del corso), la valutazione dell’apprendimento utilizzando il format progettato, l’implementazione di un corso mobile prototipale. All’interno di questo progetto l’autore: ha collaborato alla progettazione e all’implementazione della piattaforma, ha prodotto diversi contenuti multimediali (attualmente 36 collezioni e 499 contenuti), ha progettato un format per la fruizione di contenuti didattici in mobilità (definito nella tesi format “USiena”), ha analizzato i format utilizzati dalle prime quindici università al mondo presenti su iTunesU, sempre nell’ottica di una fruizione di contenuti in mobilità (definiti nella tesi format “Sparring”), ha prodotto ventinove moduli prototipali (utilizzati nelle sperimentazioni), ha provveduto a valutare l’apprendimento utilizzando il format progettato, comparando l’acquisizione della conoscenza da parte dei discenti sulla base dei vari format analizzati in precedenza (“USiena” vs. “Sparring”).
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Grzondziel, Jürgen. "… mehr als ein kostenloser iTunes-Store." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-164035.

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Seit 2007 wird an der Sächsischen Landesbibliothek – Staats- und Universitätsbibliothek Dresden (SLUB) in großem Umfang Schriftgut digitalisiert. Neben Manuskripten, Drucken und Zeitschriften verfügt die SLUB über bedeutende Bestände anderer Sondermaterialien, die sie ebenfalls digital bereitstellt, etwa über die Online- Datenbank der Deutschen Fotothek oder das Virtuelle Kartenforum. Im gerade beendeten DFG-Projekt „Archiv der Stimmen“ hat die SLUB nun erstmals auch eine umfangreiche Menge historischer Tonträger digitalisiert. Rund 16.000 Aufnahmen, die auf 8.500 Schellackplatten aus der Zeit zwischen 1896 und 1960 enthalten sind, stehen in der Digitalen Mediathek der SLUB zum kostenlosen Anhören und zum Download bereit. So manche Musikbegeisterte werden sofort hellhörig, wenn sie von „freiem Streaming“ und „Down-load-Möglichkeiten“, also Alternativen zu großen kommerziellen Anbietern erfahren. Wie kommt es aber, dass ausgerechnet eine wissenschaftliche Bibliothek eine „Download-Plattform“ für Musik zur Verfügung stellt?
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Morbelli, Giovanni. "La Distribuzione Digitale della Musica: il caso iTunes Store." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amslaurea.unibo.it/1593/.

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Bazarsky, Jason. "The effect of illegal music downloading and iTunes Store on CD collection size." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1569.

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Bitelo, Chaiane Thiesen. "O itunes como elemento de um sistema-produto processos de significação nas interfaces digitais." Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5155.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-04-01T16:32:02Z No. of bitstreams: 1 CHAIANE THIESEN BITELO_.pdf: 15335883 bytes, checksum: 3419aa495111d045594418a167de204f (MD5)
Made available in DSpace on 2016-04-01T16:32:02Z (GMT). No. of bitstreams: 1 CHAIANE THIESEN BITELO_.pdf: 15335883 bytes, checksum: 3419aa495111d045594418a167de204f (MD5) Previous issue date: 2011-04-04
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Este estudo tem por objetivo entender as relações de significação existentes nas experiências vividas pelos usuários diante da presença de propriedades midiáticas nas interfaces do aplicativo iTunes. A partir da perspectiva do Design Estratégico, compreende-se o objeto iTunes como parte de um sistema-produto e se busca uma angulação teórico-metodológica com contribuições e tensionamentos oriundos do campo da Comunicação e do Design de Interfaces através da área de UX - User Experience. O método adotado estabeleceu a coleta de dados em torno do objeto iTunes a partir de dois observáveis: interfaces e sujeitos. A análise se desenvolveu a partir dos cruzamentos teórico-metodológicos com os resultados da coleta nas interfaces e da coleta com os sujeitos. Os resultados demonstraram, primeiramente, a importância do olhar do Design Estratégico sob as interfaces digitais, especialmente a partir do conceito de sistema-produto. Com o objeto iTunes, ficou evidenciado a relevância da identificação das relações de significação estabelecidas pelos sujeitos nas interfaces digitais, a fim de buscar uma compreensão mais ampla do usuário contemporâneo, principalmente por meio da composição teórico-metodológica formada pelas áreas de Design Estratégico, UX e Comunicação para observar o usuário.
This study aims to understand the relationships of significance that exist in users' experiences with iTunes interface, a aplication with media properties. With the perspective of Strategic Design, the goal is to understand the research object, the iTunes, as a part of a system-product. In line with this, an intersection theory and methodology of the Area of Communication and Design Interface UX - User Experience seeks to contribute to the proposed study. The methodological procedures were performed in two stages around the study’s object: observations of interfaces, and interviews with users. The results demonstrated, first, the importance of Strategic Design’s look under the digital interfaces, especially from the concept of system-product. With the iTunes, evidenced the importance of identifying the relationships of significance established by the users at the digital interfaces. This enabled the understanding about contemporary users, mainly through the composition formed by the theoretical and methodological areas of Strategic Design, UX and Communication to observe the user.
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Pospíšil, Lukáš. "Návrh a realizace aplikace pro platformu iOS." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2012. http://www.nusl.cz/ntk/nusl-223379.

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Shaw, Kristi L. "Is iTunes U a mobile learning game changer? A study of instructional design in mobile learning." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628727.

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This qualitative multi-case study examined the instructional design and development processes utilized by instructional designers and designers by assignment in higher education that created mobile learning for iTunes U delivery. Current research into the instructional design practices for mobile learning delivery leaves a gap in the literature. This study aimed to identify the instructional design and development processes specific to mobile learning delivery within iTunes U. Ten participants from higher education were purposively selected for participation in the study. Each of the 10 participants met the selection criteria; participants designed or served on a design team that created an iTunes U course for a higher education audience. Five of the participants were instructional designers and the other five were instructional designers by assignment. Data was collected from three sources including the participants' iTunes U courses, sample model designs or processes, and in-depth participant interviews. The study identifies instructional strategies, instructional design processes, advantages, and constraints of instructional design and development for mobile learning through iTunes U delivery. Included in the findings is a design and development model for instructional design of mobile learning through iTunes U.

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Ayalew, Romel. "Consumer behaviour in Apple's App Store." Thesis, Uppsala universitet, Institutionen för informatik och media, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-166547.

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Mobile applications stores such as Apple’s App Store and Google’s Android Market revolutionized the distribution of applications for mobile devices. However, with thousands of application submissions, limited testing resources and the lack of an effective filtering mechanism, application stores suffer from information overload and a risk of releasing poor quality applications that could create confusion to consumers and may seriously affect the App store markets. Thus concern has been raised whether applications have been developed according to the need and interest of consumers. Therefore, the purpose of this study was mainly to identify and get insight into the main factors that mobile application consumer takes into consideration when purchasing mobile applications from the desktop iTunes App Store and the mobile App Store on the iOS devices: iPhone, iPad and iPod Touch. In this study both qualitative and quantitative case study approach was used. Accordingly twelve participants were selected from Stockholm and Uppsala area and their behaviour in the Apple’s App Store from the desktop iTunes and the mobile App Store on iOS devices was observed and recorded. Additionally questionnaires were administered to all participants in order to gather the necessary information. Consumers on the App Store behave differently depending on the unit they are using. This is because applications on the App Store are presented differently in the desktop iTunes App Store and the mobile App Store on the iOS devices. The study shows that young consumers with lower income purchase apps more frequently than the consumers with higher income. It also shows that consumers often consider the description, the screenshots, and the ratings when they are interested in buying applications. Furthermore consumers take a look more on ratings in the list on the iPhone and iPad App Store because the ratings are not shown in the list on the iTunes App Store. Similarly consumers tend to read the customer reviews more on the iTunes and iPad App Store as the customer reviews on the iPhone App Store is displayed in another page. Consumers were found to be more attracted by visual elements that they are already familiarized with, apps with famous logos and known fonts and styles but also to coherent and descriptive app names and strong colors (i.e. red, green, yellow, black and blue, respectively). The majority of the participants found the iTunes App Store messy and cumbersome to use. They preferred using the iPad App Store because they found it to be a good mixture of both iTunes and iPhone App Store but also because it has more options to consider. Although consumers behave differently depending on the unit they are using, the visual element of the apps, prior knowledge of consumers about the name of the apps, ratings, easy accessibility of screenshots and customer reviews of the apps were found to be the main factors to be considered by consumers when they visit app stores for purchase. Thus application developers and digital magazine publishers should consider these consumer behaviours in order to influence more downloads and successfully sell apps on the app stores.
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Rynderman, Benjamin. "The licensing of new recorded music business models in Australia: Current practice, the barriers to entry and an investigation in to the need for legislative reform." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/97527/4/Benjamin_Rynderman_Thesis.pdf.

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This thesis identifies Australia’s place in the worldwide recorded music industries and seeks the reasons behind the delays of launches in Australia of online music services. It concludes that while there is no clear cut answer to this question, there is considerable tension between the parties involved and a clear opportunity for the review of Australia’s copyright law. Constantly shifting and dynamic, the recorded music industries in Australia and worldwide have been in a state of flux since the turn of the millennium and the democratisation of music distribution.
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Ageberg, Erik. "Att göra det digitala till det normala : En studie av svenska skivbolags samarbete med iTunes MusicStore och Spotify på den digitala musikförsäljningsarenan." Thesis, Uppsala University, Media and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-106751.

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Purpose/Aim: The purpose of this thesis is to define and analyse how Swedish record companies work with digital musical content distributors. A more narrow aim is to show how the record companies and with the digital musical content distributors iTunes Music Store and Spotify create incentives for consumer’s to use legal digital music channels through the Internet. To further circle the core of the problem following questions have been asked: How does the record companies provide iTunes Music Store and Spotify with digital content and what is done by the record companies to retain control over the material? How do the record companies view digital musical sales and what incentives are given to consumers to buy music digitally? Finally, What position of power do iTunes Music Store and Spotify have on the digital content arena?

Material/Method: The data collected for this thesis is retrieved through personal interviews with representatives from three of the four major record companies Universal Music, Warner Music and EMI and their Swedish branches.

Main results: The consumer’s access to digital content through iTunes Music Store and Spotify is of the utmost importance and is a prerequisite. Even if the record companies choose to not demand DRM protection on their products it does not stop Apple from keeping their Fairplay protection. In this way Apple is the company controlling the files, even if the Record Companies have made their decision based on research, which has shown that sales go down if the music files are DRM protected. The record companies have chosen not to get involved with the sales of digital content. This results in power being shifted to E-tailers such as iTunes Music Store and Spotify. The incentives the consumers are given to buy music digitally are found in the surplus value, which is supported by iTunes Music Store and Spotify. These surplus values are such services as recommendations of music or artists. Different packaging solutions, such as subscriptions through an Internet provider, do not raise the value of the music. The value is added to the Internet provider’s products and not the music, but they do guarantee a steady income for the record companies.

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Books on the topic "ITunesU"

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ITunes. Paris: Micro Application, 2009.

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iTunes. 2nd ed. Paris: Micro application, 2011.

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van, Groenewoud Pieter, ed. iPod+ iTunes. Amsterdam: Pearson Addison Wesley, 2011.

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Conner, Nancy. Using iTunes 10. Indianapolis, Ind: Que Pub., 2011.

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McElhearn, Kirk. iPod & iTunes garage. Upper Saddle River, NJ: Prentice Hall Professional Technical Reference, 2005.

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McElhearn, Kirk. IPod & iTunes garage. Upper Saddle River, NJ: Prentice Hall Professional Technical Reference, 2005.

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iPod & iTunes hacks. Sebastopol, CA: O'Reilly, 2005.

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Legoprint, ed. IPod e iTunes. Milano: Apogeo, 2006.

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iTunes, iPhone & iPod. Husum/Nordsee: Mandl & Schwarz, 2009.

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ITunes: Questions and answers. Charleston, SC: [CreateSpace Independent Publishing Platform], 2016.

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Book chapters on the topic "ITunesU"

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Wilson, Kevin. "Using iTunes." In Using Mac OS X Mavericks, 53–58. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6683-9_9.

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Jacobsen, N. "iTunes iTunes : ein trojanisches Pferd, das Musik macht." In Das Apple-Imperium 2.0, 21–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-09548-2_5.

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Faas, Ryan J. "iPod and iTunes." In iPhone for Work, 227–48. Berkeley, CA: Apress, 2009. http://dx.doi.org/10.1007/978-1-4302-2446-4_13.

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Trautschold, Martin, and Gary Mazo. "iTunes on Your iPad." In iPad Made Simple, 447–65. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-3130-1_21.

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Trautschold, Martin, and Gary Mazo. "Your iTunes User Guide." In iPad Made Simple, 609–75. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-3130-1_28.

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Trautschold, Martin, and Gary Mazo. "Your iTunes User Guide." In iPhone 4 Made Simple, 711–81. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-3193-6_32.

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Trautschold, Martin, and Gary Mazo. "Your iTunes User Guide." In iPod touch Made Simple, 609–60. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-3196-7_31.

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Trautschold, Martin, and Gary Mazo. "iTunes on Your iPad." In iPad 2 Made Simple, 503–23. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3498-2_22.

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Trautschold, Martin, and Gary Mazo. "Your iTunes User Guide." In iPad 2 Made Simple, 683–737. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3498-2_31.

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Trautschold, Martin, Rene Ritchie, and Gary Mazo. "iTunes on Your Device." In iPhone 4S Made Simple, 505–21. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-3588-0_24.

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Conference papers on the topic "ITunesU"

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Pesquera, Alberto, Esther Reula, Elio Sancristobal, Manuel Castro, Timothy Read, and Ines G. Jaurena. "Open iTunesU. A new service to manage open learning resources." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044501.

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Al Hashlamoun, Nafeth. "ANALYSING THE TEACHING EXPERIENCES OF INSTRUCTORS USING ITUNESU WHEN TEACHING FOUNDATION MATH 020 CLASSES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2289.

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Al Hashlamoun, Nafeth. "An Exploratory Study of the Use of iTunesU when Teaching Foundation Mathematics Classes for Engineering Students." In 2020 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2020. http://dx.doi.org/10.1109/aset48392.2020.9118316.

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Qian, Xin, Matt J. Erhart, Aniket Kittur, Wayne G. Lutters, and Joel Chan. "Beyond iTunes for Papers." In CSCW '19: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311957.3359455.

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Thummala, Vamsidhar, and Shivnath Babu. "iTuned." In the 2010 international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1807167.1807327.

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Rugg, Beth M. "Getting iTunes U at Ithaca College up and running!" In the ACM SIGUCCS fall conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1629501.1629553.

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Tso, Yu-Cheng, Shiuh-Jeng Wang, Cheng-Ta Huang, and Wei-Jen Wang. "iPhone social networking for evidence investigations using iTunes forensics." In the 6th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2184751.2184827.

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Defranceschi, Anneliese, and Marco Ronchetti. "Video-lectures in a traditional mathematics course on iTunes U: Students' feedback." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059579.

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Aljaidi, Mohammad, Ayoub Alsarhan, Ghassan Samara, Yazan Alaya AL-Khassawneh, Yousef Ali Al-Gumaei, Hamzeh Aljawawdeh, and Abdullah Alqammaz. "A Critical Evaluation of A Recent Cybersecurity Attack on iTunes Software Updater." In 2022 International Engineering Conference on Electrical, Energy, and Artificial Intelligence (EICEEAI). IEEE, 2022. http://dx.doi.org/10.1109/eiceeai56378.2022.10050464.

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Machun, Patricia A., Catherine Trau, Nadia Zaid, Minjuan Wang, and Jason Ng. "MOOCs: Is There an App for That? Expanding Mobilegogy through an Analysis of MOOCS and iTunes University." In 2012 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2012. http://dx.doi.org/10.1109/wi-iat.2012.179.

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Reports on the topic "ITunesU"

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In Conversation… Reducing mental health problems in schools. ACAMH, September 2018. http://dx.doi.org/10.13056/acamh.4987.

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Abstract:
Dr Sophie Browning is a Consultant Clinical Psychologist working on whole school approaches to mental health. In this podcast with psychology journalist Jo Carlowe, she discusses an innovative cognitive behavioural therapy approach for reducing anxiety and mental health problems in schools. You can listen to this podcast on SoundCloud or iTunes.
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