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Artykuły w czasopismach na temat "Educational programme (video)"
Lewis, Rebecca, Marilyn Fleer i Marie Hammer. "Intentional teaching: Can early-childhood educators create the conditions for children’s conceptual development when following a child-centred programme?" Australasian Journal of Early Childhood 44, nr 1 (marzec 2019): 6–18. http://dx.doi.org/10.1177/1836939119841470.
Pełny tekst źródłaUreta, M. Antonieta García. "Implementing an education and outreach programme for the Gemini Observatory in Chile". Proceedings of the International Astronomical Union 2, SPS5 (sierpień 2006): 63–66. http://dx.doi.org/10.1017/s1743921307006722.
Pełny tekst źródłaSakamoto, Takashi. "E-Learning in Japanese Universities". Industry and Higher Education 17, nr 6 (grudzień 2003): 397–404. http://dx.doi.org/10.5367/000000003322776299.
Pełny tekst źródłaVilppu, Henna, Ilona Södervik, Liisa Postareff i Mari Murtonen. "The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations". Instructional Science 47, nr 6 (23.10.2019): 679–709. http://dx.doi.org/10.1007/s11251-019-09496-z.
Pełny tekst źródłaFischer, Tillmann, Paul Stumpf, Gesine Reinhardt, Peter E. H. Schwarz i Patrick Timpel. "Video-based smartphone app (‘VIDEA bewegt’) for physical activity support in German adults: a study protocol for a single-armed observational study". BMJ Open 10, nr 3 (marzec 2020): e034027. http://dx.doi.org/10.1136/bmjopen-2019-034027.
Pełny tekst źródłaLaycock, John, i Piranya Bunnag. "Developing teacher self-awareness: feedback and the use of video". ELT Journal 45, nr 1 (1.01.1991): 43–53. http://dx.doi.org/10.1093/elt/45.1.43.
Pełny tekst źródłaGarcia-Mila, Merce, Andrea Miralda-Banda, Jose Luna, Ana Remesal, Núria Castells i Sandra Gilabert. "Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels". Sustainability 13, nr 11 (4.06.2021): 6410. http://dx.doi.org/10.3390/su13116410.
Pełny tekst źródłaMikulik, Robert, Lucie Vondráčková, Hana Pokorná, Veronika Svobodová, Andreea Madalina Grecu, Jiří Vítovec, Jiří Neumann i Ondřej Suchý. "Feasibility and efficacy of an educational programme to increase awareness of stroke and heart attack in children". Health Education Journal 78, nr 7 (22.05.2019): 812–23. http://dx.doi.org/10.1177/0017896919849080.
Pełny tekst źródłaMEVARECH, ZEMIRA, NURIT SHIR i NITSA MOVSHOVITZ-HADAR. "IS MORE ALWAYS BETTER? THE SEPARATE AND COMBINED EFFECTS OF A COMPUTER AND VIDEO PROGRAMME ON MATHEMATICS LEARNING". British Journal of Educational Psychology 62, nr 1 (luty 1992): 106–16. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01002.x.
Pełny tekst źródłaPopova, Nina V., Anna V. Gavrilova, Anna V. Kuzmina i Elizaveta L. Popova. "Psychological features of listening comprehension of English-language video materials by technical university students in flipped classroom mode". Tambov University Review. Series: Humanities, nr 185 (2020): 41–55. http://dx.doi.org/10.20310/1810-0201-2020-25-185-41-55.
Pełny tekst źródłaRozprawy doktorskie na temat "Educational programme (video)"
Flandin, Simon. "Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation". Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20013/document.
Pełny tekst źródłaThis thesis reports on a research included in the empirical and technological program of "course-of-action", a program of cognitive anthropology jointly endorsing (i) an epistemic aim by producing concepts on human activity and (ii ) a transformative aim by designing aids enhancing the improvement of that activity. The thesis is part of a particular strand to video-enhanced teacher development. The research which it reports builds on previous work describing, analyzing and modeling the activity of beginning teachers in order to better understand the challenges they face and help them cope better. It especially follows on those that led to the design of NéoPass@ction (neo.ens-lyon.fr), an online video-enhanced device based on the modeling of the evolution of the typical activity of secondary school beginners in a situation identified as critical : entrying into the classroom and getting students to work. The main aim of the thesis is the systematic study of the activity of trainee teachers of secondary school in a situation of autonomous use of NéoPass@ction. Its secondary aim is the exploratory study of the influence of this autonomous video-enhanced training on teaching activity in the classroom. The thesis thus aims to (i) investigate the modality of autonomous videoenhanced training, an empirically original object; (ii) contribute to the knowledge of activity and of learning conditions for teachers in video-enhanced situations, that are mainly studied from intermediate objects and rarely in a fine-grained and holistic way; (iii) feeding a design-in-use process of NéoPass@ction; and (iv) make technological propositions for the design and implementation of video-enhanced devices and training sessions. Six trainee teachers participated in the study by two autonomous uses of NéoPass@ction, forty-five minutes each, and by hosting the researcher three times in their classroom. Four types of data were collected: observation data (i) of video-enhanced training activity (dynamic screen captures) and (ii) of teaching activity (video recordings); and interview data (iii) of re-situation using digital traces of the video-enhanced training activity and (iv) self-confrontation to classroom recordings. The results (i) identify typical structures of different levels in the organization of the activity in the situations of NéoPass@ction use; (ii) show matches between activity expected by the designers and actual activity performed by the teachers, but also offsets motivating design developments; (iii) model a typical learning process (iv) articulating exploration sequences (device-oriented) and inquiry sequences (work-oriented), (v) involving various levels of mimetic immersion corresponding to various types of inquiry, (vi) opening inquiry sequences consisting in the joint and spontaneous identification and evaluation of significant couplings [issue / action], (vii) resulting in the typification of the couplings perceived and evaluated as viable and “enviable”, and (viii) that can foster vocational growth and generate significant echoes in teaching situations. A first level of overall discussion of the results mobilizes primarily semiotic and narratological concepts and presents completed and possible design arrangements of NéoPass@ction; a second level repositions the results in the state of empirical and technological art and makes propositions for video-enhanced design
Paula, Bruno Henrique de 1987. "Jogos digitais como artefatos pedagógicos : o desenvolvimento de jogos digitais como estratégia educacional". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285203.
Pełny tekst źródłaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-08-26T17:13:59Z (GMT). No. of bitstreams: 1 Paula_BrunoHenriquede_M.pdf: 4362042 bytes, checksum: 6f3afbfc8ebe39bb7d3985f8ff4bf5d5 (MD5) Previous issue date: 2015
Resumo: Nos últimos anos, nota-se um grande aumento do interesse quanto ao uso de jogos digitais na Educação. Esta aproximação se dá especialmente como uma tentativa para modificar o processo educacional, de modo a conectá-lo às tecnologias digitais, tão ubíquas na atualidade. Contudo, não se pode imaginar que a integração entre videogames e Educação seja trivial: é preciso conhecer as especificidades destes artefatos para então poder explorar ao máximo seu potencial educacional. Da mesma forma, esta integração pode ser realizada de diferentes maneiras, das mais tradicionais, utilizando jogos educativos ou comerciais em contextos escolares, ou através de uma nova abordagem, que propõe que os educandos criem seus próprios jogos e, com isso, possam construir conhecimento e desenvolverem habilidades importantes para a vida contemporânea nesse processo. Destaca-se ainda como essa última abordagem é ainda pouco explorada no Brasil. Através deste projeto, pretende-se refletir tanto sobre as características específicas de um jogo digital, bem como sobre as maneiras nas quais a integração entre jogos digitais e Educação podem ser realizadas, suas potencialidades e dificuldades, com especial atenção ao uso pedagógico da criação de jogos digitais. Dessa forma, espera-se produzir referencial teórico que seja capaz de auxiliar educadores interessados no uso de jogos digitais, bem como disseminar, através de uma experiência de aplicação, a abordagem pedagógica que defende a criação de jogos digitais por parte dos educandos.
Abstract: In recent years, there has been a great interest in the use of digital games in Education. This could be analysed as an attempt to modify the educational process, in order to connect it to digital technologies, which are becoming even more pervasive nowadays. However, one cannot imagine this integration between games and education as trivial: the specific features of these artefacts must be understood to explore their educational potential. Likewise, this integration can be accomplished in different ways, from the most traditional ones, like those which propose the use of commercial or educational games in schools, to new ones, such as students producing their own games and, through this production, construct knowledge and develop relevant skills and competences. It is important to remark that there has been little exploration of this latter approach (game production by students) in Brazil. Through this project, I intend to reflect both on the specific characteristics of a digital game, as well as the ways in which the integration between digital games and education can be carried out, their strengths and difficulties, with special attention to the pedagogical use of game-making. By doing so, I expect to produce a theoretical framework that would assist educators interested in using digital games, as well as to disseminate, through an applied experience, the pedagogical approach which advocates for the creation of digital games by students
Mestrado
Artes Visuais
Mestre em Artes Visuais
RENAUT, PASCALE. "Proposition d'un programme d'education des asthmatiques par cassette video : pour une meilleure prise en charge de l'asthme chronique". Nantes, 1993. http://www.theses.fr/1993NANT011M.
Pełny tekst źródłaPienaar, Pieter Abraham. "Exploring the impact of narrative arts activities on the self-concept of Grade 9 learners in group context". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-145446.
Pełny tekst źródłaGoduto, Leonard R. "Capturing the restructuring of an urban high school on video /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974801.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jeanette E. Fleischer. Includes bibliographical references (leaves 128-130).
Street, Susan L. "Impact of a participatory ergonomics education programme on work posture and general health status of heavy video display terminal users". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0017/MQ58091.pdf.
Pełny tekst źródłaThull, Jean-Paul. "Management of stock effluent spillage from trucks in New Zealand". Lincoln University, 1999. http://hdl.handle.net/10182/778.
Pełny tekst źródłaWestmoreland, Lanier A. "The feasibility of Web-enabled digitized video in a learning environment". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FWestmoreland.pdf.
Pełny tekst źródłaThesis advisor(s): Norman F. Schneidswind, Brian Steckler. Includes bibliographical references (p. 35-37). Also available online.
Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /". Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.
Pełny tekst źródłaFuller, Roger Jason. "Threads in a Tapestry: An Ethnographic Evaluation of Milken Community High School’s Tiferet Fellowship Program". Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1285863435.
Pełny tekst źródłaKsiążki na temat "Educational programme (video)"
Andrea, Ventura, i Hinterberger Hans, red. Interactive computer programs for education: Philosophy, techniques, and examples. Reading, Mass: Addison-Wesley, 1986.
Znajdź pełny tekst źródłaActive video: A teaching tool for every classroom. Glenview, IL: Good Year Books, 1998.
Znajdź pełny tekst źródłaDeveloping auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1990.
Znajdź pełny tekst źródłaRomiszowski, A. J. Developing auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1986.
Znajdź pełny tekst źródłaMcConnell, Terry. Video production for school library media specialists: Communication and production techniques. Worthington, Ohio: Linworth Pub., 2000.
Znajdź pełny tekst źródłaDeveloping auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1986.
Znajdź pełny tekst źródłaNievergelt, Jurg. Interactive computer programs for education: Philosophy, techniques, and examples. Reading, Mass: Addison-Wesley, 1986.
Znajdź pełny tekst źródłaBeyond TV: Activities for using video with children. Santa Barbara, Calif: ABC-CLIO, 1992.
Znajdź pełny tekst źródłaMinds in play: Computer game design as a context for children's learning. Hillsdale, N.J: L. Erlbaum Associates, 1995.
Znajdź pełny tekst źródłaLisa, Luciano, red. Ready-to-use literature activities for grades 7-12: With techniques and ideas for using video in the classroom. West Nyack, N.Y: Center for Applied Research in Education, 1989.
Znajdź pełny tekst źródłaCzęści książek na temat "Educational programme (video)"
Nolthuis, Joseph. "‘Rights in the Mirror’: An Interactive Video Drama Programme About Human Rights Education". W Multimedia Interface Design in Education, 35–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-58126-7_3.
Pełny tekst źródłaAleksić, Veljko. "Interactive TV". W Advanced Technologies and Standards for Interactive Educational Television, 206–12. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0253-2.ch010.
Pełny tekst źródłaVirkus, Sirje. "Blended Learning in a Digital Library Learning Programme". W Advances in Library and Information Science, 238–49. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3688-0.ch017.
Pełny tekst źródłaZdenek, Sean. "Personal Reflections on the Educational Potential and Future of Closed Captioning on the Web". W Communication Technology for Students in Special Education and Gifted Programs, 221–29. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch017.
Pełny tekst źródłaDames, Levette S., i Jennifer Barrow. "Different Enhanced Technology Used in Core Counselor Education Courses". W Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education, 149–64. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch008.
Pełny tekst źródłaDames, Levette S., i Jennifer Barrow. "Different Enhanced Technology Used in Core Counselor Education Courses". W Research Anthology on Navigating School Counseling in the 21st Century, 560–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch030.
Pełny tekst źródłaSchnackenberg, Heidi L. "Podcasting and Vodcasting in Education and Training". W Handbook of Research on Technoethics, 668–79. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-022-6.ch043.
Pełny tekst źródłaBerry, Sharla. "The Role of Video and Text Chat in a Virtual Classroom". W Educational Technology and Resources for Synchronous Learning in Higher Education, 173–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7567-2.ch009.
Pełny tekst źródłaTschida, Christina M., Jennifer L. Gallagher, Kimberly L. Anderson, Caitlin L. Ryan, Joy N. Stapleton i Karen D. Jones. "Using Video Capture and Annotation Technology to Strengthen Reflective Practices and Feedback in Educator Preparation". W Advances in Early Childhood and K-12 Education, 314–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8009-6.ch015.
Pełny tekst źródłaHodge, Ashley, i David D. Carbonara. "Video Use in Teacher Education". W Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 1–19. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch001.
Pełny tekst źródłaStreszczenia konferencji na temat "Educational programme (video)"
Arrambide-Leal, Eduardo J., Vianney Lara-Prieto i Rebeca M. García-García. "Short Videos to Communicate Effectively to Engineering Students". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13002.
Pełny tekst źródłaWall, J. Gerard, i Katrina Lacey. "Lights, camera, action: Microbiology laboratory teaching in the spotlight". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9429.
Pełny tekst źródłaШимбарева, Нина, i Nina Shimbareva. "Multilevel law education: losses and gaining". W St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa5d87463.62079337.
Pełny tekst źródłaPereira, Marcus Vinicius, i Agnaldo Arroio. "ANALYSIS OF SCIENCE VIDEOS PRODUCED BY BRAZILIAN MINISTRY OF EDUCATION". W Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.92.
Pełny tekst źródłaMartínez-Victoria, MCarmen, María del Carmen Valls-Martínez i Isabel María Parra-Oller. "Video tutorials as a support to the face-to-face teaching". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9068.
Pełny tekst źródłaSenn, Gary. "Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development". W InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3358.
Pełny tekst źródłaKoppelman, Herman. "Experiences with Using Videos in Distance Education. A Pilot Study: A Course on Human-Computer Interaction". W InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3438.
Pełny tekst źródłaFaludi, Jeremy, i Adam Menter. "Sustainable Design Education Through a Self-Directed Online System". W ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12077.
Pełny tekst źródłaAlegre-Martínez, Antoni, Maria Isabel Martínez-Martínez i Jose Luis Alfonso-Sánchez. "Transforming YouTube into a valid source of knowledge for Anatomy students". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11044.
Pełny tekst źródłaArroio, Agnaldo. "MEDIA LITERACY SUPPORTING TEACHER´S EMPOWER DEVELOPMENT BY VIDEO PRODUCTION IN THE REPUBLIC OF MOZAMBIQUE". W 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.11.
Pełny tekst źródłaRaporty organizacyjne na temat "Educational programme (video)"
Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, kwiecień 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
Pełny tekst źródłaScoular, Claire, i Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, marzec 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.
Pełny tekst źródłaThe role of incentives in encouraging workplace HIV/AIDS policies and programs. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1007.
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