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Books on the topic 'Learning artifact'

Author: Grafiati

Published: 25 June 2021

Last updated: 17 February 2022

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Consult the top 17 books for your research on the topic 'Learning artifact.'

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1

Dillenbourg, Pierre, Jeffrey Huang, and Mauro Cherubini, eds. Interactive Artifacts and Furniture Supporting Collaborative Work and Learning. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-77234-9.

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2

Dillenbourg, Pierre. Interactive Artifacts and Furniture Supporting Collaborative Work and Learning. Boston, MA: Springer Science+Business Media, LLC, 2009.

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3

Ivarsson, Jonas. Renderings & reasoning: Studying artifacts in human knowing. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 2004.

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4

Artifact Case Studies: Interpreting Children's Work and Teachers' Classroom Strategies (Merrill Education Student Enrichment). Prentice Hall, 2003.

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5

Ormrod, Jeanne Ellis. Artifact Case Studies: Interpreting Children's Work and Teachers' Classroom Strategies (Merrill Education Student Enrichment). Prentice Hall, 2003.

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6

1963-, Nehaniv Chrystopher L., and Dautenhahn Kerstin, eds. Imitation in animals and artifacts. Cambridge, Mass: MIT Press, 2002.

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7

Nehaniv, Chrystopher L., and Kerstin Dautenhahn. Imitation in Animals and Artifacts. MIT Press, 2002.

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8

Nehaniv, Chrystopher L., and Kerstin Dautenhahn. Imitation in Animals and Artifacts. MIT Press, 2019.

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9

(Editor), Kerstin Dautenhahn, and Chrystopher L. Nehaniv (Editor), eds. Imitation in Animals and Artifacts (Complex Adaptive Systems). The MIT Press, 2002.

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10

Dillenbourg, Pierre, Jeffrey Huang, and Mauro Cherubini. Interactive Artifacts and Furniture Supporting Collaborative Work and Learning. Springer, 2009.

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11

Dillenbourg, Pierre, Jeffrey Huang, and Mauro Cherubini. Interactive Artifacts and Furniture Supporting Collaborative Work and Learning. Springer, 2010.

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12

(Editor), Anna Sfard, and Kay McClain (Editor), eds. Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning:a Special Double Issue of the Journal of the Learning Sciences. Lawrence Erlbaum, 2002.

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13

David, Bartholomae, and Petrosky Tony, eds. Facts, artifacts, and counterfacts: Theory and method for a reading and writing course. Upper Montclair, N.J: Boynton/Cook Publishers, 1986.

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14

Bartholomae, David, and Anthony Petrosky. Facts, Artifacts, and Counterfacts: Theory and Method for a Reading and Writing Course. Boynton/Cook, 1986.

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15

Brazdil, Pavel B. Machine Learning: Ecml-93: European Conference on Machine Learning, Vienna, Austria, April 5-7, 1993. Proceedings (Lecture Notes in Computer Science / Lecture Notes in Artific). Springer, 1993.

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16

Travis, Jennifer, and Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.

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This book offers theoretical perspectives and case studies for teaching American literature of the long nineteenth century using the tools and methods of the digital humanities (DH). The essays highlight best methods for integrating the building of digital tools and projects in the nineteenth-century American literature classroom and strategies for incorporating into the curriculum already established digital materials. By emphasizing a discipline-specific approach, the collection invites conversations among scholars of other disciplines about how digital pedagogies can deepen their objectives for student learning. The collection is organized into five keywords, or tags: Make, Read, Recover, Archive, and Act. The essays in Make illustrate the pedagogical value of project-based, collaborative learning. The essays in Read describe assignments in which students engage in multiple reading practices, from close to collaborative and computational. In Recover, contributors show how DH approaches aid in the scholarly consideration of marginalized texts. The essays in Archive encourage students to select and organize artifacts with an ethics of care, often in communities beyond the classroom. The final section, Act, advocates for an activist approach, demonstrating how DH can bring new insights to debates central to the study of the long nineteenth century, particularly concerning difference. As they engage digital humanities practices and pedagogies, the essays in the collection model inventive strategies and rethink what is possible in the American literature classroom.

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17

Millie, Julian. Hearing Allah's Call. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501713118.001.0001.

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For many Muslims throughout the world, oral preaching provides the most accessible and enjoyable medium for learning about Islam and its meanings for everyday life. This is true in Indonesia’s West Java province, where almost 98% of the population of around forty-three million practices Islam. Despite its popularity, Indonesia’s Islamic elites are concerned about the value of preaching. They see that Islam provides directives and motivations towards progress in areas of social and political concern, but argue that this progress will not be achieved if Muslims are satisfied with the pleasing artifice of clever preachers. Millie spent fourteen months in the company of some of West Java’s most successful Islamic preachers, but also spent time with critics of listening. He described and explores a dichotomy between Islamic speech which succeeds because it is shaped to suit listeners’ social realities, and discourses about Muslim subjectivity that connect media consumption with aspirations for social and political progress, and which portray listening as anachronistic and inefficacious. This detailed analysis sheds light on a question that is increasingly important in efforts to understand contemporary Muslim societies: What is the place of pious listening in the complex societies of today?

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