Gotowe bibliografie tematyczne / Learning technologies

Gotowa bibliografia na temat „Learning technologies”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 14 marca 2023

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Artykuły w czasopismach na temat "Learning technologies"

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Olgren, Christine H. "Learning Strategies for Learning Technologies". New Directions for Adult and Continuing Education 2000, nr 88 (2000): 7–16. http://dx.doi.org/10.1002/ace.8801.

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Capuano, Nicola, i Santi Caballé. "Adaptive Learning Technologies". AI Magazine 41, nr 2 (19.06.2020): 96–98. http://dx.doi.org/10.1609/aimag.v41i2.5317.

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Adaptive learning refers to technologies that dynamically adjust to the level or type of course content based on an individual’s abilities or skill attainment, in ways that accelerate a learner’s performance with both automated and instructor interventions. This column explores adaptive learning, its close relationship to artificial intelligence, and points to several results from artificial intelligence that have been used to build effective adaptive learning systems. The pairing of massive open online courses and adaptive learning has revealed new technical and pedagogical challenges that are currently being explored in various research projects.
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Hunaiti, Ziad. "Digital Learning Technologies". International Journal of Handheld Computing Research 8, nr 2 (kwiecień 2017): 41–50. http://dx.doi.org/10.4018/ijhcr.2017040103.

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Embedding Information and Communication Technology (ICT) within education is continually evolving research topic, because of the fast changes in information technology, software applications, and speed of internet. Therefore, many researchers around the globe are working in new projects of Digital Learning Technologies (DLTs). The success of new DLT is linked with the methods used during the evaluation process, which sometimes misunderstood. Hence, this article emphasises the importance of following the correct approach when selecting evaluation methods for DLT research and propose an approach, which can be followed by researchers, developers, students, educators, teaching & teaching specialists and other stakeholders to evaluate the effectiveness of new DLT.
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Alsaadat, Khalil. "Mobile Learning Technologies". International Journal of Electrical and Computer Engineering (IJECE) 7, nr 5 (1.10.2017): 2833. http://dx.doi.org/10.11591/ijece.v7i5.pp2833-2837.

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<p>Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>
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Alsaadat, Khalil. "Mobile Learning Technologies". International Journal of Advances in Applied Sciences 7, nr 3 (1.08.2018): 298. http://dx.doi.org/10.11591/ijaas.v7.i3.pp298-302.

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<p>Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>
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Rawat, Anu, i Kiran Lata Dangwal. "Technologies for Smart Learning". TechnoLearn: An International Journal of Educational Technology 7, nr 1and2 (2017): 11. http://dx.doi.org/10.5958/2249-5223.2017.00002.x.

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Redfield, Carol Luckhardt. "Teaching and Learning Technologies". International Journal of Technology, Knowledge, and Society 2, nr 6 (2007): 103–14. http://dx.doi.org/10.18848/1832-3669/cgp/v02i06/55574.

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Philip, Thomas M. "Learning with mobile technologies". Communications of the ACM 60, nr 3 (21.02.2017): 34–36. http://dx.doi.org/10.1145/2976735.

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Chang, Carl K., Sorel Reisman i Edmundo Tovar. "Advances in Learning Technologies". Computer 50, nr 5 (maj 2017): 14–17. http://dx.doi.org/10.1109/mc.2017.149.

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Mistretta, Sharon. "Technologies and Creative Learning". AI, Computer Science and Robotics Technology 2022 (10.11.2022): 1–3. http://dx.doi.org/10.5772/acrt.si201.

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Rozprawy doktorskie na temat "Learning technologies"

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Elmasry, Sarah Khalil. "Integration Patterns of Learning Technologies". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.

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This research proposes sets of design patterns of learning environments as an innovative approach towards an intelligent architectural design process. These patterns are based on teachers’ spatial and pedagogical use of their learning environments. The study is based in the desired condition that learning environments are expected to host learning technologies efficiently, to adapt to the fact that its life span is much longer than that of any technology within it, and to accommodate a variation of teaching modes and learning styles. In an effort to address these issues; calls for designing flexible learning spaces have emerged, as well as recommendations for alternative layouts. Yet, more challenging questions emerge; how efficiently do these technologies integrate with other systems in the classroom space? What should architects and facility planners consider for a successful systems’ integration which incorporates learning technologies in the design of the classroom space? And how can these spaces support variations in pedagogical practice. This study attempts to answer these questions by developing a pattern language to support the early design phases of a technology-rich learning environment. The study is qualitative in nature, and based on interviews with a sample of teachers at academic year Governor’s science and technology schools in Virginia. The researcher attempts to capture problems and challenges related to occupants’ performance within the physical boundaries of the classroom when learning technologies are in use. The variation of teaching-learning modes is taken into consideration. In this process, the researcher focuses on integration patterns of learning technologies with the envelope and the interior systems. The findings are then translated into the design language in the form of a pattern language at the building systems scale.
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Paulsson, Fredrik. "Modularization of the Learning Architecture : Supporting Learning Theories by Learning Technologies". Doctoral thesis, Stockholm : Datavetenskap och kommunikation, Kungliga Tekniska högskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4712.

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Piatt, Katherine Anne. "Changing staff attitudes to learning technologies". Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436799.

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Бобко, Євгеній. "Innovative technologies in foreign languages learning". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7214.

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Берест, Олег Борисович, Олег Борисович Берест i Oleh Borysovych Berest. "Modern technologies for learning content creation". Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29464.

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One of the teacher’s main task is to make his subject as more creative as it can be possible for students to interest them in it. There are many ways to make your lesson more cognitive and useful (for instance, usage of free open educational resources), but nowadays visual interactive learning tools become more popular and popular. And the problem is where to find or how to create necessary staff for you. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29464
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Jiang, Haotian. "WEARABLE COMPUTING TECHNOLOGIES FOR DISTRIBUTED LEARNING". Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1571072941323463.

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Villagrasa, Falip Sergio. "Technologies enhanced learning and gamification for teaching and learning innovation". Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/351961.

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La present memòria de tesi, aborda d'un mode interdisciplinar i holístic l'ús d'estratègies de joc (conegudes com gamificació) per incrementar la motivació de l'estudiant universitari usant les anomenades TEL (Technology Enhanced Learning). Amb l'ús d'aquest tipus de tecnologies (entre les que es podrien trobar la Realitat Virtual, RV, la Realitat Augmentada, RA; mètodes híbrids de presentació, etc.) es pretén aconseguir una manera de fer més eficaç, eficient i satisfactoria en l'adquisició de determinades competències. Aquest plantejament basat en tècniques d'investigació lligades a l'experiència d'usuari (UX), es focalitza en millorar el rendiment acadèmic (currículum) dels alumnes objecte d'estudi: estudiants de 1r i 2n any dels graus d'Arquitectura, Ciències i Tecnologies de la Construcció i Enginyeria Multimèdia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesi comença definint els objectius i hipòtesis de treball, per a continuació analitzar les metodologies de l'aprenentatge i de l'educació, i presentar la metodologia emprada en la investigació. Seguidament es centra en els aspectes de l'avaluació de la motivació, la tecnologia TEL i la gamificació aplicada a l'educació. S'han desenvolupat diferents casos d'estudi en les matèries d'Eines Informàtiques I - II i Animació per Ordinador I - II de les àrees anteriorment indicades. Aquestes matèries comparteixen una sèrie de competències transversals: capacitat espacial, treball autònom i en equip, habilitat informàtica, visualització tridimensional. La introducció de mètodes gamificats per a la millora en l'adquisició d'aquestes competències i l'avaluació dels sistemes tecnològics utilitzats per a la seva consecució, és sens dubte, el fet diferencial i innovador d'aquesta tesi. Els articles presentats per compendi en aquesta tesi són un clar exemple dels resultats obtinguts. En ells es pot observar, com l'ús conjunt de mecàniques de joc i tecnologies avançades de visualització generen una major motivació de l'estudiant. Aquests resultats comporten una més ràpida i millor adquisició de les competències on es comproba una correlació directa d’una millora curricular.
La presente memoria de tesis, aborda de un modo interdisciplinar y holístico el uso de estrategias de juego (conocidas como gamificación) para incrementar la motivación del estudiante universitario usando las denominadas TEL (Technology Enhanced Learning). Con el uso de este tipo de tecnologías (entre las que se podrían encontrar la Realidad Virtual, RV; la Realidad Aumentada, RA; métodos híbridos de presentación, etc) se pretende conseguir un modo más eficaz, eficiente y satisfactorio en la adquisición de determinadas competencias. Este planteamiento basado en técnicas de investigación ligadas a la eXperiencia de Usuario (UX), se focaliza en mejorar el rendimiento académico (curriculum) de los alumnos objeto de estudio: estudiantes de 1er y 2º año de los grados de Arquitectura, Ciencias y Tecnologías de la Construcción e Ingeniería Multimedia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesis comienza definiendo los objetivos e hipótesis de trabajo, para a continuación analizar las metodologías del aprendizaje y de la educación, y presentar la metodología empleada en la investigación. Seguidamente se centra en los aspectos de la evaluación de la motivación, la tecnología TEL y la gamificación aplicada en la educación. Se han desarrollado diferentes casos de estudio en las materias de Herramientas Informáticas I - II y Animación por Ordenador I - II de las áreas anteriormente indicadas. Dichas materias comparten una serie de competencias transversales: capacidad espacial, trabajo autónomo y en equipo, habilidad informática, visualización tridimensional. La introducción de métodos gamificados para la mejora en la adquisición de dichas competencias y la evaluación de los sistemas tecnológicos utilizados para su consecución, es sin duda alguna, el hecho diferencial e innovador de esta tesis. Los artículos presentados por compendio en esta tesis son un claro ejemplo de los resultados obtenidos. En ellos se puede observar, como el uso conjunto de mecánicas de juego y tecnologías avanzadas de visualización generan una mayor motivación del estudiante. Estos resultados conllevan una más rápida y mejor adquisición de las competencias lo cual se correla directamente con una mejora curricular.
This PhD dissertation addresses an interdisciplinary and holistic manner using game strategies (known as gamificación) to increase the motivation of college student using TEL (Technology Enhanced Learning). With the use of these technologies (among them could find the Virtual Reality, RV, Augmented Reality, RA; hybrid methods of presentation, etc) is to achieve a more effective, efficient and satisfactory manner in the acquisition of certain competences. This research based on techniques related to user experience (UX) approach focuses on improving academic performance (curriculum) of students under study: students 1st and 2nd year of the Degree of Architecture, Building Engineering and Multimedia Engineering (La Salle Campus Barcelona, Universitat Ramon Llull). The thesis begins defining the objectives and working hypotheses, then analyze the methodologies of learning and education, and the methodology used in the investigation. Then it focuses on aspects of assessing motivation, TEL and gamification technology applied in education. They have developed different case studies in the areas of software tools I - II and Computer Animation I - II of the areas indicated above. These materials have a number of generic skills: spatial ability, autonomous and team work, computer skills, three-dimensional visualization. Gamification methods for acquiring these skills and assessment of technological systems undoubtedly innovative differential fact of this thesis. The papers presented in this thesis by compendium are a clear example of the results obtained. These papers explain how game mechanics and advanced display technologies generate greater student motivation. These results imply a faster and better acquisition of skills which are directly correlates with curriculum improvement.
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Palmér, Matthias. "Learning Applications based on Semantic Web Technologies". Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-104446.

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The interplay between learning and technology is a growing field that is often referred to as Technology Enhanced Learning (TEL). Within this context, learning applications are software components that are useful for learning purposes, such as textbook replacements, information gathering tools, communication and collaboration tools, knowledge modeling tools, rich lab environments that allows experiments etc. When developing learning applications, the choice of technology depends on many factors. For instance, who and how many the intended end-users are, if there are requirements to support in-application collaboration, platform restrictions, the expertise of the developers, requirements to inter-operate with other systems or applications etc. This thesis provides guidance on a how to develop learning applications based on Semantic Web technology. The focus on Semantic Web technology is due to its basic design that allows expression of knowledge at the web scale. It also allows keeping track of who said what, providing subjective expressions in parallel with more authoritative knowledge sources. The intended readers of this thesis include practitioners such as software architects and developers as well as researchers in TEL and other related fields. The empirical part of the this thesis is the experience from the design and development of two learning applications and two supporting frameworks. The first learning application is the web application Confolio/EntryScape which allows users to collect files and online material into personal and shared portfolios. The second learning application is the desktop application Conzilla, which provides a way to create and navigate a landscape of interconnected concepts. Based upon the experience of design and development as well as on more theoretical considerations outlined in this thesis, three major obstacles have been identified: The first obstacle is: lack of non-expert and user friendly solutions for presenting and editing Semantic Web data that is not hard-coded to use a specific vocabulary. The thesis presents five categories of tools that support editing and presentation of RDF. The thesis also discusses a concrete software solution together with a list of the most important features that have crystallized during six major iterations of development. The second obstacle is: lack of solutions that can handle both private and collaborative management of resources together with related Semantic Web data. The thesis presents five requirements for a reusable read/write RDF framework and a concrete software solution that fulfills these requirements. A list of features that have appeared during four major iterations of development is also presented. The third obstacle is: lack of recommendations for how to build learning applications based on Semantic Web technology. The thesis presents seven recommendations in terms of architectures, technologies, frameworks, and type of application to focus on. In addition, as part of the preparatory work to overcome the three obstacles, the thesis also presents a categorization of applications and a derivation of the relations between standards, technologies and application types.

QC 20121105

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Šileikienė, Irma. "The research on e-learning information technologies". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20060103_160509-20867.

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Modern Internet technologies have allowed new learning methods to appear for the realisation of which e-learning information technologies are created. While organizing distance learning the problems of selecting and integrating these technologies surface. That has motivated to conduct research on e-learning information technologies. It can be stated that the especially important task today is to create such infrastructure of the Virtual University that enables to merge both various distance learning methods and various learning environments used for creating distance courses as well as to conform to e-learning standards. This work introduces: · the formulation of the requirements for the distance education information system; · the concept of the distance education information system and selected technologies for its implementation have been designed; · the architecture of two different application servers that enables to use different information technologies in a single information system have been offered. It is scalable, it does not depend on the platform and has a unified identification mechanism; · the unified system that enables to manage education processes, educational programmes, e-courses created in various virtual learning media and other resources as well as to administer the activities of students and lecturers. The system created is open, multiplatform and adapted for various information technologies and different application servers, supports various... [to full text]
Šiuolaikinės internetinės technologijos leido atsirasti naujiems mokymo metodams, kurių realizavimui kuriamos e. mokymosi informacinė technologijos. Organizuojant nuotolines studijas, iškyla šių technologijų pasirinkimo ir derinimo problemos. Tai paskatino atlikti e. mokymosi informacinių technologijų tyrimą.
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Harnisch, D. L. "Principles and technologies for improving student learning". Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23148.

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Książki na temat "Learning technologies"

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Auer, Michael E., Andreas Pester i Dominik May, red. Learning with Technologies and Technologies in Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04286-7.

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Duran, Mesut. Learning Technologies. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5.

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Huang, Yueh-Min, Chin-Feng Lai i Tânia Rocha, red. Innovative Technologies and Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91540-7.

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Huang, Yueh-Min, Shu-Chen Cheng, João Barroso i Frode Eika Sandnes, red. Innovative Technologies and Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15273-3.

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Dabbagh, Nada, Angela D. Benson, André Denham, Roberto Joseph, Maha Al-Freih, Ghania Zgheib, Helen Fake i Zhetao Guo. Learning Technologies and Globalization. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22963-8.

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Huang, Tien-Chi, Ting-Ting Wu, João Barroso, Frode Eika Sandnes, Paulo Martins i Yueh-Min Huang, red. Innovative Technologies and Learning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63885-6.

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Rønningsbakk, Lisbet, Ting-Ting Wu, Frode Eika Sandnes i Yueh-Min Huang, red. Innovative Technologies and Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35343-8.

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Zaphiris, Panayiotis, i Andri Ioannou, red. Learning and Collaboration Technologies. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20609-7.

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Zaphiris, Panayiotis, i Andri Ioannou, red. Learning and Collaboration Technologies. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39483-1.

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Wu, Ting-Ting, Yueh-Min Huang, Rustam Shadiev, Lin Lin i Andreja Istenič Starčič, red. Innovative Technologies and Learning. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7.

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Części książek na temat "Learning technologies"

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Williams, Susan M., i John D. Bransford. "Learning technologies." W Encyclopedia of psychology, Vol. 5., 33–34. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10520-012.

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Kanselaar, Gellof, Jerry Andriessen, Ton de Jong i Peter Goodyear. "New Technologies". W New Learning, 55–81. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/0-306-47614-2_4.

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Wagner, Daniel A. "New Technologies". W Learning as Development, 177–202. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9780203115305-10.

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Duran, Mesut. "Conclusion". W Learning Technologies, 215–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_11.

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Duran, Mesut. "Learning Technologies and Educational Administration". W Learning Technologies, 185–214. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_10.

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Duran, Mesut. "Introduction". W Learning Technologies, 1–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_1.

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Duran, Mesut. "Digital Citizenship". W Learning Technologies, 145–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_8.

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Duran, Mesut. "Funding for Technology and the “Digital Divide”". W Learning Technologies, 75–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_5.

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Duran, Mesut. "Legal and Ethical Issues in Educational Technology". W Learning Technologies, 89–122. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_6.

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Duran, Mesut. "Learning Technologies in Higher Education". W Learning Technologies, 161–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_9.

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Streszczenia konferencji na temat "Learning technologies"

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Kintonova, Aliya, I. F. Povkhan, A. Sabitov, Aizhan Tokkuliyeva i Natalya Demidchik. "Online Learning Technologies". W 2022 IEEE 7th International Energy Conference (ENERGYCON). IEEE, 2022. http://dx.doi.org/10.1109/energycon53164.2022.9830387.

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Kee Wong, Yew. "Machine Learning and Deep Learning Technologies". W 2nd International Conference on Machine Learning, IOT and Blockchain (MLIOB 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111214.

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In the information era, enormous amounts of data have become available on hand to decision makers. Big data refers to datasets that are not only big, but also high in variety and velocity, which makes them difficult to handle using traditional tools and techniques. Due to the rapid growth of such data, solutions need to be studied and provided in order to handle and extract value and knowledge from these datasets. Machine learning is a method of data analysis that automates analytical model building. It is a branch of artificial intelligence based on the idea that systems can learn from data, identify patterns and make decisions with minimal human intervention. Such minimal human intervention can be provided using machine learning, which is the application of advanced deep learning techniques on big data. This paper aims to analyse some of the different machine learning and deep learning algorithms and methods, aswell as the opportunities provided by the AI applications in various decision making domains.
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Castro Gil, Manuel, Rosario Gil, Alfonso Duran, Miguel Latorre, Martin Llamas i Edmundo Tovar. "INFORMATION TECHNOLOGIES SUPPORTING LEARNING". W International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2009. http://dx.doi.org/10.5220/0006802900010001.

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Herasymenko, Inna. "Used distance learning technologies". W 2016 13th International Conference on Modern Problems of Radio Engineering. Telecommunications and Computer Science (TCSET). IEEE, 2016. http://dx.doi.org/10.1109/tcset.2016.7452193.

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"e-Learning-oriented technologies". W 2012 6th IEEE International Conference on E-Learning in Industrial Electronics (ICELIE). IEEE, 2012. http://dx.doi.org/10.1109/icelie.2012.6471139.

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"e-Learning-oriented technologies". W 2011 5th IEEE International Conference on E-Learning in Industrial Electronics (ICELIE). IEEE, 2011. http://dx.doi.org/10.1109/icelie.2011.6130018.

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"e-Learning-oriented technologies". W 2013 7th IEEE International Conference on e-Learning in Industrial Electronics (ICELIE). IEEE, 2013. http://dx.doi.org/10.1109/icelie.2013.6701262.

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Akter, Taslina, Yeaser Sadman i Shatabdee Bala. "Use Machine Learning Technologies in E-learning". W 2022 IEEE International IOT, Electronics and Mechatronics Conference (IEMTRONICS). IEEE, 2022. http://dx.doi.org/10.1109/iemtronics55184.2022.9795843.

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"New trends in learning technologies". W 2012 Tecnolog as Aplicadas a la Ense anza de la Electr nica (Technologies Applied to Electronics Teaching) (TAEE). IEEE, 2012. http://dx.doi.org/10.1109/taee.2012.6235455.

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Holland, Melissa. "Advanced technologies for language learning". W the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/1075812.1075881.

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Raporty organizacyjne na temat "Learning technologies"

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Capell, Peter. Report on Distance Learning Technologies. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1995. http://dx.doi.org/10.21236/ada300233.

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Kopyilova, N. A. Distance learning course «Technologies of professionally oriented training». OFERNIO, czerwiec 2021. http://dx.doi.org/10.12731/ofernio.2021.24857.

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Tkachenko, T. Ya, L. Yu Neupokoeva, A. A. Shestakova, M. E. Koroleva i N. B. Berhold. Digital tutor. The use of e-learning and distance learning technologies in pedagogical practice. SIB-Expertise, listopad 2021. http://dx.doi.org/10.12731/er0499.22112021.

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"Цель ДПП ПК: удовлетворение образовательных и профессиональных потребностей, профессионального развития человека, обеспечении соответствия его квалификации меняющимся условиям профессиональной деятельности и социальной среды; углубление знаний в области использования электронного обучения (ЭО) и дистанционных образовательных технологий (ДОТ) в педагогической практике. Задачи ДПП ПК: Овладение теоретическими основами и практическими навыками современных подходов к использованию электронного обучения (ЭО) и дистанционных образовательных технологий (ДОТ) в педагогической практике. Изучение нормативно-правовой базы, регулирующей применение дистанционных технологий в системе образования. Формирование и совершенствование умений использования инструментария цифровой образовательной среды медицинского университета в условиях трансформации дистанционного обучения. Категория обучающихся: Лица, имеющие среднее специальное или высшее образование по медицинским и/или педагогическим специальностям, а также сотрудники кафедр, аспиранты или ординаторы, имеющие навыки работы с современными информационными технологиями, участвующие в реализации программ медицинского образования всех уровней с применением ЭО и ДОТ."
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Calvert, Scout, i Mary Lee Kennedy. Emerging Technologies for Research and Learning: Interviews with Experts. Redaktorzy Clifford Lynch i John O’Brien. Association of Research Libraries, Coalition for Networked Information, and EDUCAUSE, marzec 2020. http://dx.doi.org/10.29242/report.emergingtech2020.interviews.

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Marienko, Maiia V., Yulia H. Nosenko i Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
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Idrisova, Zh V., S. Kh Alikhadzhiev i M. V. Vagapova. INTERNET - TECHNOLOGIES IN THE ACTIVATION PROCESS LEARNING ACTIVITIES AND INCREASING MOTIVATION STUDENTS TO ACTIVE LEARNING. Ljournal, 2019. http://dx.doi.org/10.18411/5557-3645-6963-86778.

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Levina, T. A., i I. V. Sokratova. The distance learning course «Information technologies in accounting and reporting». OFERNIO, grudzień 2018. http://dx.doi.org/10.12731/ofernio.2018.23534.

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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov i Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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Vilim, R., i L. Ibarra. Artificial Intelligence/Machine Learning Technologies for Advanced Reactors: Workshop Summary Report. Office of Scientific and Technical Information (OSTI), kwiecień 2022. http://dx.doi.org/10.2172/1861306.

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Zaytseva, Tatyana, Lyudmila Kravtsova i Anna Puliaieva. Computer Modelling of Educational Process as the Way to Modern Learning Technologies. [б. в.], czerwiec 2019. http://dx.doi.org/10.31812/123456789/3180.

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