Gotowe bibliografie tematyczne / Learning technology

Gotowa bibliografia na temat „Learning technology”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Learning technology"

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Jabborova, Dilafruz Furkatovna, i Shirinboy Sharofovich Olimov. "Interactive Learning Technology". American Journal of Social Science and Education Innovations 02, nr 12 (18.12.2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.
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Tajiev, Mamarajab. "Features of Distance Learning Technology". International Journal of Psychosocial Rehabilitation 24, nr 5 (25.05.2020): 5990–96. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020574.

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Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible". International Journal of Scientific Research 2, nr 9 (1.06.2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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Dr. P.G. Ramanujam, Dr P. G. Ramanujam. "Blended Learning - Integrating Technology In Education". Indian Journal of Applied Research 1, nr 1 (1.10.2011): 38–40. http://dx.doi.org/10.15373/2249555x/oct2011/12.

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Shapiro, Wendy L., Katherine Roskos i G. Phillip Cartwright. "Technology: Technology-Enhanced Learning Environments". Change: The Magazine of Higher Learning 27, nr 6 (listopad 1995): 67–69. http://dx.doi.org/10.1080/00091383.1995.10544679.

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Halimovich, Yuldashev Abdusamat, i Ermatov Axror Baxtiyorjon Ogli. "Increasing Learning Efficiency Using Adaptive Testing Technology". American Journal of Engineering And Techonology 03, nr 02 (17.02.2021): 31–41. http://dx.doi.org/10.37547/tajet/volume03issue02-05.

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Purpose: The article describes a set of software developed for adaptive testing technology in the implementation of an objective assessment of students' knowledge. There is also information about the possibility of computerizing education, reducing the unproductive live work of teachers, preserving the methodological potential of experienced professors, installing computer software for management. Methods: It is noted that the experiments were carried out by 2nd year students of the Andijan Machine-Building Institute in the direction of "Ground transport systems and their operation." Results: The research results are presented in the form of some data by means of mathematical statistical processing. The Pearson, Kolmagorov and Romanovsky criteria were also used to check the accuracy of the study results. Conclusion: it is stated that a software package aimed at creating a technology for remote and adaptive testing without the participation of the human factor will allow processing the results of experiments in educational and research centers and achieving them in practice.
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Bondarenko, Natalia Grigoryevna. "Education and Information Technology: Blended Learning and Inquiry-based Learning Innovative Solutions". Journal of Advanced Research in Dynamical and Control Systems 12, nr 01-Special Issue (13.02.2020): 386–93. http://dx.doi.org/10.5373/jardcs/v12sp1/20201086.

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Burston, Jack. "Language Learning Technology". IALLT Journal of Language Learning Technologies 43, nr 2 (15.10.2013): 89–96. http://dx.doi.org/10.17161/iallt.v43i2.8528.

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Méndez-Vilas, Antonio, i Maria Cristina Rodrigues Azevedo Joly. "Technology and learning". Psicologia Escolar e Educacional 11, spe (grudzień 2007): 09–11. http://dx.doi.org/10.1590/s1413-85572007000300001.

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Xakimov, Muxammadali, i Sabrina Maffei. "Integrated learning technology". ACADEMICIA: An International Multidisciplinary Research Journal 12, nr 4 (2022): 704–8. http://dx.doi.org/10.5958/2249-7137.2022.00340.8.

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Rozprawy doktorskie na temat "Learning technology"

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Mostert, Jaco. "Technology-enhanced learning". Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/480.

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Published Article
The aim of the paper is, firstly, to deal with the reasons for the sudden increase in interest in the use of technology in higher education. The main focus of the paper will be on 18 issues that must be taken into account in successfully integrating technology into the curriculum. These include, among others, the impact of pedagogy on the integration of technology and the needs of the learners. The limitations of certain forms of technology in the South African situation will be discussed.
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Halperin, Ruth. "Learning technology in higher education : a structurational perspective on technology mediated learning practices". Thesis, London School of Economics and Political Science (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420602.

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Sontag, Ralph. "Learning Technology Systems Architecture - LTSA". Universitätsbibliothek Chemnitz, 2000. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200000613.

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Gemeinsamer Workshop von Universitaetsrechenzentrum und Professur Rechnernetze und verteilte Systeme (Fakultaet fuer Informatik) der TU Chemnitz. Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨ Der Vortrag führt in den in Entwicklung befindlichen Standard IEEE1484 ein. Die Standardisierung im Bereich computer- und netzgestützter Kurse ist Voraussetzung für Datenaustausch und Verbreitung.
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Beresovsky, V. V. "Information technology and sleep-learning". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/14361.

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Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning". Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.

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The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help to promote the uptake of emerging technologies into the curriculum, which in turn benefits students (Yoon et al, 2007; Collins & Halverson, 2009; Earley & Porritt, 2014). This research seeks to add to current knowledge about teacher educators’ technology professionalisation and to provide an instrument for the purpose of mapping teacher educators’ technology learning preferences in the workplace. The technology learning preferences instrument (TLP-instrument) designed, implemented and evaluated in this research is intended to create a link between teacher-educators’ technology learning needs in the workplace and the way in which professional development programmes should be tailored to meet teacher educators’ evolving learning needs. The investigation employs a design-based research approach which is cyclical and appropriate for addressing complex problems in educational practice for which no clear guidelines for solutions are available. To collect and analyse the data, a mixed methods approach was used. The rationale for mixing both types of research is that qualitative and quantitative methods complement each other (Creswell & Plano-Clark, 2011). Findings in this dissertation and in follow-up research are intended to lead to more effective technology professionalisation programmes through suggestions for better design and development based on teacher educators’ learning needs.
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Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.

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The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative methods. This study is nonpositivist and descriptive. It is based on a triangulation design method which is comprised of analysis from data obtained from the DLOQ and preference surveys, as well as semi-structured interviews with several survey participants. The results of the studies provide the foundational information for an extended quantitative analysis.
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Green, Darrell W. "Authentic Learning in Engineering Technology Through the use of a Technology and Learning Matrix Based Curriculum". NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/545.

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This study was designed to investigate the effects of the use of a technology matrix curriculum in the classroom. The students enrolled in the Engineering Technology course at the Fred N. Thomas Career Education Center were the subjects of this research and were tested for any significant difference of immediate retention of the course material. The Career Education Center, which is located on the north side of Denver, Colorado, with a population of about 950 students, is considered a magnet school for special programs. The school consists of a very diverse population, which is multicultural, and students are from every socioeconomic background. The cultural make-up of the Denver Public Schools' student population is approximately 38% Hispanic, 22% Black Americans, 30% Caucasian non-Hispanic and 10% other nationalities of students. Students enrolled at the Career Education Center are from several high schools, both public and private. A learning matrix was designed to correspond with the development of an Engineering Technology curriculum. The learning matrix was offered as a means for matching teaching and learning technique to the individual learning styles of each student. The Learning Matrix incorporated the use of cable television, video based instruction, electronic classroom presentations, database access, oral presentation and lectures, computer presentations, computer testing, satellite communications, on-line conferences, libraries, interactive video, small group and individual activities and haptical assignments. This study was designed to investigate the effects of the use of emerging technologies along with the use of a learning matrix curriculum in the classroom. The study investigated if there was a significant difference in the retainment of knowledge in an experimental group using the authentic technology learning matrix curriculum, as compared to a control group using more traditional educational methods. Career Education Center students enrolled in the Engineering Technology course were tested before and after completing the nine - week Drafting Technology module. Data was gathered regarding the students' direct and immediate retainment of knowledge, following the module, by means of a computerized test covering the material in the Drafting Technology module. Demographic data for the students was gathered through class data sheets.
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Garreta, Domingo Muriel. "Human-centered learning design with technology". Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/667048.

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To improve and innovate education, a novel conception of the role of design in this realm is needed. Human-centered design (HCD), a problem-solving framework underpinned by the user perspective in all stages of the process, provides professional designers with a mindset and a toolbox that includes both process and methods. HCD is multidisciplinary by default and also practice-oriented, context-aware, empathetic and incremental. As such it naturally fits both the design for learning and many of educators’ everyday realities. We apply this conception in the context of technology-enhanced learning with the conceptualisation and implementation of a genuine intervention for the design of ICT-mediated learning activities. Following the Activity-Centred Analysis and Design (ACAD) model, the contributions of this dissertation 1) cover the epistemic, social and set design dimensions of a teacher training activity for educators; 2) inform the incorporation of HCD in education; and 3) provide interdisciplinary learnings for research as well as practice. These contributions have been reported in a set of papers which are compiled in this dissertation together with an introductory kappa. The kappa frames and summaries the contributions, and closes with a proposal on how HCD could contribute to empower educators as designers and facilitate the much interdisciplinary collaboration between education, technology and design.
Facilitar la millora i la innovació docent, requereix d'una nova concepció del rol del disseny aplicat en l'educació. El disseny centrat en les persones (DCU) és una aproximació a la resolució de problemes que inclou la perspectiva dels usuaris en totes les etapes del procés i ofereix als dissenyadors professionals un model mental i els intruments necessaris per aplicar aquest procés i els seus mètodes. El DCU és multidisciplinar per defecte, està orientat a la pràctica, pren consciència del context d’ús, i és empàtic i incremental. Així doncs encaixa de forma natural en el disseny de l’aprenentatge i en la realitat diària del professorat. L'objectiu és aplicar aquesta concepció al disseny de l’aprenentatge mediat per la tecnologia conceptualitzant i implementant una intervenció genuïna per al disseny d’activitats d’aprenentatge que usin les TIC. Seguint el model d’Anàlisi i Disseny Centrat en l’Activitat (ACAD, en anglès), les contribucions d’aquesta dissertació 1) cobreixen les dimensions epistèmica, social i d’eines per al disseny d’una activitat de formació del professorat, 2) informen sobre la incorporació del DCU en educació; i 3) aporten aprenentatges rellevants tant per la recerca com per la pràctica de diferents disciplines. Aquestes contribucions han estat reportades en un conjunt d’articles compilats després de la kappa introductòria. La kappa emmarca i resumeix les contribucions i finalitza amb una proposta sobre com el DCU podria contribuir a apoderar els educadors en tant que dissenyadores i facilitar, d'aquesta manera, la tant necessària col·laboració interdisciplànaria entre educació, tecnologia i disseny.
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Corwin, Patricia M. "Handheld technology impact on student learning /". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/PCorwin2006.pdf.

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Beckett, Ronald C., University of Western Sydney, College of Law and Business i School of Management. "Learning organisations in high technology industries". THESIS_CB_MAN_Beckett_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/299.

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This study describes an action research program, primarily within one company pursuing learning organisation concepts. The research was an integral part of the implication process, not involving case studies carried out after the event, or analysis prior to it, but an iterative mixture of both.Both the literature and case studies of various aspects of the operations of an Australian Aerospace company are used to help identify some particular practices that support organisational learning. A range of issues arising from the research are also discussed. A multi-faceted systems model of corporate memory is developed, and possible ways of obtaining leverage from that memory are discussed.The research identifies a number of competencies, processes and practices that need to be in place for organisational learning and knowledge management to be effective. It is suggested that a particular organisation may take many years to establish this portfolio of capabilities to the extent that they become the operating room.
Doctor of Business Administration
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Książki na temat "Learning technology"

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Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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Limone, Pierpaolo, Raffaele Di Fuccio i Giusi Antonia Toto, red. Psychology, Learning, Technology. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2.

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Balacheff, Nicolas, Sten Ludvigsen, Ton de Jong, Ard Lazonder i Sally Barnes, red. Technology-Enhanced Learning. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9827-7.

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Courtiat, Jean-Pierre, Costas Davarakis i Thierry Villemur, red. Technology Enhanced Learning. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/b104294.

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Duval, Erik, Mike Sharples i Rosamund Sutherland, red. Technology Enhanced Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02600-8.

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Dockterman, David A. Cooperative learning & technology. Watertown, MA: Tom Snyder Productions, 1994.

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Carter, Carolyn. Learning information technology skills. [Boston Spa, Wetherby, West Yorkshire, UK: British Library Research and Development Dept., 1987.

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Clark, Richard E. Evaluating distance learning technology. [Washington, D.C.?: The Office, 1989.

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Jenny, Monaco, red. Learning information technology skills. Boston Spa, Wetherby, West Yorkshire, UK: British Library Research and Development Dept., 1987.

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Howland, Jane L. Meaningful learning with technology. Wyd. 4. Boston: Pearson, 2012.

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Części książek na temat "Learning technology"

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Elen, Jan, i Geraldine Clarebout. "Learning Technology". W Encyclopedia of the Sciences of Learning, 1980–81. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_986.

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Duran, Mesut. "Technology Integration". W Learning Technologies, 11–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_2.

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Duran, Mesut. "Assistive Technology". W Learning Technologies, 49–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_4.

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Cetindamar, Dilek, Rob Phaal i David Probert. "Learning". W Technology Management, 105–24. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92389-2_5.

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Cetindamar, Dilek, Rob Phaal i David Probert. "Learning". W Technology Management, 76–91. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-43186-8_5.

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Dijk, Gerald van. "Learning Language, Learning Technology". W Positioning Technology Education in the Curriculum, 165–78. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_13.

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Niederhauser, Dale S. "Learning from Technology or Learning with Technology". W The Nature of Technology, 249–67. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-269-3_14.

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Appelbaum, Peter. "Learning and Technology? Technology and Learning? A Commentary". W Mathematics and Technology, 335–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51380-5_15.

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Sen, Arkendu, i Calvin K. C. Leong. "Technology-Enhanced Learning". W Encyclopedia of Education and Information Technologies, 1719–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_72.

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Rudinger, Belinda J. "Technology-Enhanced Learning". W Encyclopedia of the UN Sustainable Development Goals, 876–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_62.

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Streszczenia konferencji na temat "Learning technology"

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Al Harthy, Mohammed Abdullah. "Leveraging Technology in Learning & Development". W ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210794-ms.

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Abstract A Petroleum Development Oman (PDO) Learner's journey was driven primarily through the ‘traditional’ classroom environment, which is not conducive to modern learner learning needs. These face-to-face interactions have limited technology interfaces and do not meet the evolving demands of the present-day learner to upskill fast, improve employee engagements, and create efficiencies in Learning & Development. With PDO re-shapes its strategy to accelerate and evolve to energy efficiency, renewables, and decarbonisation, it is essential that employees also have the necessary skills to succeed. Therefore, PDO's Learning & Development (L&D) Academy had to re-shape its strategy on how it embraces innovations and technologies to serve modern learners best. Boost side-lined skills, so digital technology becomes part of the workforce's everyday working & learning lives. PDO's L&D provides a unique learning experience for each learner to cater for changes to the learning preferences of the modern learner, who not only want the latest learning programs to take place anywhere but also requires more personalised opportunities for engaging with their peers. PDO's L&D Academy has adopted a bifocal approach to create and sustain an innovative learning technology culture. The first part is the integration of PDO's Learning Management Systems (LMS) with other HR modules such as performance, and people analytics, which will provide PDO's employees with an integrated talent system. The second part is the transformation of PDO's Learning Technology Ecosystem, and this involves creating a pool of learning modalities leveraging technology to deliver immersive, contextual, and personalised learnings. PDO's L&D Academy has set up a Creative Multimedia Lab (CML) to introduce the various learning modes. The CML brings awareness to the 4th Industrial Revolution (4IR) technologies such as Virtual Reality (VR) or Augmented Reality (AR) to a broader population in PDO. It also provides the opportunity to demonstrate how can utilise these technologies to customise and enhance learning and the learner's experience. Developing these customised learnings will bring a superior experience to the learners and hence implant lifelong learning in the flow of work cultures in PDO in the long run.
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Santanen, E. L. "Technology supported learning". W 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the. IEEE, 2003. http://dx.doi.org/10.1109/hicss.2003.1173735.

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Heckel, Mark T. "Technology learning assistants". W the 38th annual fall conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878335.1878360.

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Scanlon, Eileen, Timothy M. M. O'Shea i Patrick McAndrew. "Technology-Enhanced Learning". W L@S 2015: Second (2015) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2724660.2728664.

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FOX, ROBERT, i SUE TRINIDAD. "FRAMEWORKS FOR IMPROVING TECHNOLOGY ENHANCED LEARNING". W Enhancing Learning Through Technology. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812772725_0006.

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Berge, Ola, i James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning". W InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Zhu, Jiping. "Information Technology, E-Learning and Organizational Learning". W 2009 International Conference on E-Business and Information System Security (EBISS). IEEE, 2009. http://dx.doi.org/10.1109/ebiss.2009.5138004.

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Rogers, Yvonne. "New technology, new learning?" W the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2602688.

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Kremenska, Anelly. "Technology enhanced language learning". W the 2007 international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330690.

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Oldfield, Stanley. "TeAchnology - Appropriate learning technology". W the 4th international conference conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/973620.973711.

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Raporty organizacyjne na temat "Learning technology"

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Shebilske, Wayne L., i Kevin M. Gildea. Fundamental Principles in Adaptive Learning Technology. Fort Belvoir, VA: Defense Technical Information Center, luty 2004. http://dx.doi.org/10.21236/ada421078.

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Coxon, Astrid, Fabio Aricò i Jeremy Schildt. The impact of Technology Enhanced Learning on students with Specific Learning Difficulties. Bristol, UK: The Economics Network, sierpień 2020. http://dx.doi.org/10.53593/n3322a.

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Jovanovic, Boyan, i Dmitriy Stolyarov. Learning, Complementarities, and Asynchronous Use of Technology. Cambridge, MA: National Bureau of Economic Research, styczeń 1997. http://dx.doi.org/10.3386/w5870.

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Freyman, Christina, Tulay Muezzinoglu, John Byrnes, Nikhil Kalathil, Daniel Querejazu, David Hart i Alfred Sarkissian. Machine Learning for Solar Technology Portfolio Management. Office of Scientific and Technical Information (OSTI), kwiecień 2019. http://dx.doi.org/10.2172/1542861.

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Jovanovic, Boyan, i Yaw Nyarko. "Learning By Doing and the Choice of Technology.". Cambridge, MA: National Bureau of Economic Research, maj 1994. http://dx.doi.org/10.3386/w4739.

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Mitchell, Greig W. Application of Distance Learning Technology to Strategic Education. Fort Belvoir, VA: Defense Technical Information Center, luty 1996. http://dx.doi.org/10.21236/ada308992.

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Waaili, Salim A., Sally Byrd, Susan Conrad, Ryan Curran, Susan Dass, Shantell Hampton, George Koduah, Debra Moore i James Turner. Learning Asset Technology Integration Support Tool Design Document. Fort Belvoir, VA: Defense Technical Information Center, maj 2010. http://dx.doi.org/10.21236/ada523974.

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SWA CONSULTING INC RALEIGH NC. Reviewing the Role of Mobile Learning Technology in Special Operations Forces Language Learning Contexts. Fort Belvoir, VA: Defense Technical Information Center, marzec 2013. http://dx.doi.org/10.21236/ada592609.

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Lovett, C. Denver. Manufacturing technology learning modules - sharing resources for school outreach. Gaithersburg, MD: National Institute of Standards and Technology, 1999. http://dx.doi.org/10.6028/nist.ir.6313.

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EdTech Hub, EdTech Hub. Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan. EdTech Hub, wrzesień 2021. http://dx.doi.org/10.53832/edtechhub.0071.

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