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Books on the topic 'Storyline learning'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

author, Pinder Desirée, ed. E-learning uncovered: Articulate Storyline. Jacksonville, FL: Alcorn Ward & Partners, Inc, 2012.

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2

author, Elkins Diane, and Pinder Desirée author, eds. E-learning uncovered: Articulate Storyline 2. Jacksonville, FL: Alcorn Ward & Partners, Inc, 2014.

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3

Creating worlds, constructing meaning: The Scottish storyline method. Portsmouth, NH: Heinemann, 1997.

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4

Harnett, Stephanie. Learning Articulate Storyline. Packt Publishing, Limited, 2013.

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5

Harnett, Stephanie. Learning Articulate Storyline. Packt Publishing, 2013.

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6

Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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7

Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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8

Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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9

Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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10

Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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11

Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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12

Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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13

Slade, Tim, Desiree Pinder, and Diane Elkins. E-Learning Uncovered: Articulate Storyline 3. Createspace Independent Publishing Platform, 2017.

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14

Elkins, Diane, Desirée Pinder, and William Everhart. E-Learning Uncovered : Articulate Storyline 360: 2nd Edition. CreateSpace Independent Publishing Platform, 2018.

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15

Tarrant, Peter. Practical Guide to Using Storyline Across the Curriculum: Inspiring Learning with Passion. Taylor & Francis Group, 2018.

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16

Tarrant, Peter. Practical Guide to Using Storyline Across the Curriculum: Inspiring Learning with Passion. Taylor & Francis Group, 2018.

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17

Tarrant, Peter. Practical Guide to Using Storyline Across the Curriculum: Inspiring Learning with Passion. Taylor & Francis Group, 2018.

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18

Tarrant, Peter. Practical Guide to Using Storyline Across the Curriculum: Inspiring Learning with Passion. Taylor & Francis Group, 2018.

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19

Tarrant, Peter. Practical Guide to Using Storyline Across the Curriculum: Inspiring Learning with Passion. Taylor & Francis Group, 2018.

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20

Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.
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21

Caselli, Tommaso, Eduard Hovy, Martha Palmer, and Piek Vossen, eds. Computational Analysis of Storylines. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108854221.

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Event structures are central in Linguistics and Artificial Intelligence research: people can easily refer to changes in the world, identify their participants, distinguish relevant information, and have expectations of what can happen next. Part of this process is based on mechanisms similar to narratives, which are at the heart of information sharing. But it remains difficult to automatically detect events or automatically construct stories from such event representations. This book explores how to handle today's massive news streams and provides multidimensional, multimodal, and distributed approaches, like automated deep learning, to capture events and narrative structures involved in a 'story'. This overview of the current state-of-the-art on event extraction, temporal and casual relations, and storyline extraction aims to establish a new multidisciplinary research community with a common terminology and research agenda. Graduate students and researchers in natural language processing, computational linguistics, and media studies will benefit from this book.
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22

(Editor), Peter Viney, and Bernard Hartley (Editor), eds. African Adventure: Level 3 (Storylines). 2nd ed. Oxford University Press, 1996.

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23

Vickery, Jacqueline Ryan, and S. Craig Watkins. Worried About the Wrong Things. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262036023.001.0001.

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It’s a familiar narrative in both real life and fiction, from news reports to television storylines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people’s online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online. Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims. Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people’s online experiences in ways that balance protection and agency.
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