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Artykuły w czasopismach na temat "Networked teaching and learning"
Joksimovic, Srecko, Dragan Gasevic i Marek Hatala. "Learning Analytics for Networked Learning Models". Journal of Learning Analytics 1, nr 3 (24.12.2014): 191–94. http://dx.doi.org/10.18608/jla.2014.13.20.
Pełny tekst źródłaBohne, Christoph, Friedhelm Eicker i Gesine Haseloff. "Competence-based vocational education and training (VET)". European Journal of Training and Development 41, nr 1 (3.01.2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.
Pełny tekst źródłaXu, Ling, i Wei He. "Networked Learning Community Construction Based on Instant Messaging Software". Advanced Materials Research 971-973 (czerwiec 2014): 1663–66. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.1663.
Pełny tekst źródłaXalima, Ahmedova. "TEACHING COMPETENCIES IN TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION SYSTEM". European International Journal of Multidisciplinary Research and Management Studies 02, nr 11 (1.11.2022): 49–52. http://dx.doi.org/10.55640/eijmrms-02-11-14.
Pełny tekst źródłaMantai, Lilia, i Elaine Huber. "Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes". Journal of Management Education 45, nr 5 (13.02.2021): 715–38. http://dx.doi.org/10.1177/1052562920984506.
Pełny tekst źródłaWang, Yujia. "Exploration on the Operation Status and Optimization Strategy of Networked Teaching of Physical Education Curriculum Based on AI Algorithm". International Journal of Information Technologies and Systems Approach 16, nr 3 (27.01.2023): 1–15. http://dx.doi.org/10.4018/ijitsa.316892.
Pełny tekst źródłaKontopoulos, Ourania, Vivian Ford i Stacy Roth. "Collaborative Teaching and Learning in a Networked Course Setting". Community & Junior College Libraries 14, nr 1 (styczeń 2007): 63–73. http://dx.doi.org/10.1300/j107v14n01_07.
Pełny tekst źródłaCheng, Tung Lai. "Applying networked learning to improve learner interactions: A new paradigm of teaching and learning in ODL". Asian Association of Open Universities Journal 8, nr 2 (1.09.2013): 67–85. http://dx.doi.org/10.1108/aaouj-08-02-2013-b006.
Pełny tekst źródłaJauregi, Kristi, Rick De Graaff i Huub van den Bergh. "Learning by doing: Promoting language teacher competencies for networked teaching and learning". Procedia - Social and Behavioral Sciences 34 (2012): 116–21. http://dx.doi.org/10.1016/j.sbspro.2012.02.024.
Pełny tekst źródłaBoyd, William, i Diane Newton. "Times of Change, Times of Turbulence". International Journal of Cyber Ethics in Education 1, nr 3 (lipiec 2011): 1–11. http://dx.doi.org/10.4018/ijcee.2011070101.
Pełny tekst źródłaRozprawy doktorskie na temat "Networked teaching and learning"
Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns". Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2465.
Pełny tekst źródłaYang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns". University of Sydney, 2007. http://hdl.handle.net/2123/2465.
Pełny tekst źródłaThe thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
Howard, Lyz. "An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis". Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124498/.
Pełny tekst źródłaWu, Hao, i 吴颢. "SNS use in teaching and learning in China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198865.
Pełny tekst źródłapublished_or_final_version
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Master of Education
Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography". Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.
Pełny tekst źródłaCorser, Kristy L. "Teaching and learning with cloud platforms in the primary school classroom". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/157473/1/Kristy_Corser_Thesis.pdf.
Pełny tekst źródłaLeNoue, Marvin Dale. "Educational Social Software: The Use of Social Network Sites for Teaching and Learning". Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26833.
Pełny tekst źródłaLeong, Jacina T. "'When you can't envision, you can't give permission': learning and teaching through a STEAM network". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103761/1/Jacina_Leong_Thesis.pdf.
Pełny tekst źródłaFraser, Katie C. "Homework through a network : designing technologies to support learning activities within the home and between home and school". Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10658/.
Pełny tekst źródłaVoss, Gleizer Bierhalz. "TCN5 - TEACHING COMPUTER NETWORKS IN A FREE IMMERSIVE VIRTUAL ENVIRONMENT". Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/5425.
Pełny tekst źródłaTeaching technical themes in the area of Computer Networks involves difficult concepts to be understood in the traditional educational way, i.e. statically. At the same time, technological advances have created many opportunities in education, requiring the development of new pedagogical practices that contribute to the process of teaching and learning. The creation of immersive virtual environments and the addressing of issues related to context-aware computing can support this process. For that, in this dissertation it was developed an immersive virtual environment for teaching Computer Networks that uses learner context information -e.g. technology, cognitive style, and quality of context-, while providing a significant learning from the integration and interaction between users and technology. To achieve the objectives of this study, an exploratory research with a case study was performed in order to verify whether the use of an immersive virtual environment can facilitate and/or improve the process of learning the discipline of Computer Networks. The construction of this environment, named TCN5, has as basis four main elements, these being,WampServer, OpenSimulator, Sloodle and UVLEQoC Moodle, which adds features from modules like U-SEA 2.0 and SEDECA 2.0, in addition to Bootstrap theme, applying QoC parameters and metrics about the information collected in the environment, aiming to ensure the suitability of the connection for the preferences and needs of the students. In order to verify the practical feasibility of the work and the usage of the environment through mobile devices, a case study was conducted, which showed that despite mobile technologies allow the realization of most of the proposed activities, there are still some technological limitations that make difficult the usage of such devices in the educational context. At the same time, a comparative analysis between different viewers for virtual worlds was performed, pointing out advantages and disadvantages by considering aspects of available resources for processing and supported file types. Finally, a non-experimental study was conducted, using a Pedagogical Architecture, which served as the basis for the use and evaluation of the environment by a group of 25 students from the Computer Networks discipline of Computer Science program at the Federal University of Santa Maria. The results obtained during the evaluation with students accomplished the desired expectations, achieving a rating of "Excellent" on the scale of the SUS usability test and a considerable increase in the average obtained in the elaboration of the conceptual maps after using TCN5, an indication that the environment helped, at least in part, to the construction of knowledge of this group, despite the limitations and difficulties encountered during its development.
O ensino de temas técnicos na área de Redes de Computadores envolve conceitos difíceis de serem entendidos na forma pedagógica tradicional, ou seja, de forma estática. Ao mesmo tempo, os avanços tecnológicos criaram diversas possibilidades na educação, exigindo o desenvolvimento de novas práticas pedagógicas que contribuam para o processo de ensino e aprendizagem. A criação de ambientes virtuais imersivos e o tratamento de questões relacionadas com a computação sensível ao contexto podem auxiliar nesse processo. Para isso, foi desenvolvido nesta dissertação um ambiente virtual imersivo para o ensino de Redes de Computadores que trata informações de contexto do aluno (e.g., tecnologia, estilo cognitivo e qualidade do contexto), proporcionando ao mesmo uma aprendizagem significativa, a partir da integração e interação entre usuários e tecnologia. Para atingir os objetivos deste trabalho foi realizada uma pesquisa exploratória com estudo de caso, a fim de verificar se a utilização de um ambiente virtual imersivo pode facilitar e/ou melhorar o processo de aprendizagem da disciplina de Redes de Computadores. A construção desse ambiente, denominado TCN5, teve como base quatro elementos principais, sendo esses, o WampServer, o OpenSimulator, o Sloodle e o Moodle UVLEQoC, que agrega as características tanto dos módulos U-SEA 2.0 e SEDECA 2.0 como do Tema Bootstrap, aplicando parâmetros e métricas de QoC sobre as informações coletadas no ambiente, com o objetivo de garantir que o contexto formulado esteja adequado às preferências e necessidades dos alunos. Para verificar a viabilidade prática do trabalho quanto à utilização do ambiente por meio do uso de dispositivos móveis foi realizado um estudo de caso, que demonstrou que apesar das tecnologias móveis permitirem a realização da maioria das atividades propostas, existem ainda algumas limitações tecnológicas que dificultam a utilização desses dispositivos no contexto educacional. Ao mesmo tempo, foi realizada uma análise comparativa entre os diversos visualizadores de mundos virtuais disponíveis, apontando vantagens e desvantagens, considerando aspectos de processamento, recursos disponibilizados e tipos de arquivos suportados. Por fim, foi realizado um estudo Não-Experimental utilizando uma Arquitetura Pedagógica, que serviu como base para a utilização e avaliação do ambiente por uma turma de 25 alunos da disciplina de Redes de Computadores do Curso de Ciência da Computação da Universidade Federal de Santa Maria. Os resultados obtidos durante a avaliação com os alunos atenderam as expectativas, alcançando uma classificação Excelente na escala do teste de usabilidade SUS, bem como um aumento considerável na média obtida na elaboração dos mapas conceituais após a utilização do TCN5, um indício de que o ambiente auxiliou, pelo menos em parte, na construção do conhecimento dessa turma, apesar das limitações e dificuldades encontradas durante o seu desenvolvimento.
Książki na temat "Networked teaching and learning"
Conole, Gráinne, Tomaž Klobučar, Christoph Rensing, Johannes Konert i Elise Lavoué, red. Design for Teaching and Learning in a Networked World. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3.
Pełny tekst źródłaLoewen, Nathan. Effective social learning: A collaborative, globally-networked pedagogy. Minneapolis MN: Fortress Press, 2014.
Znajdź pełny tekst źródłaTeaching & learning materials & the Internet. Wyd. 3. London: Kogan Page, 2001.
Znajdź pełny tekst źródłaLever-Duffy, Judy. Teaching and learning with technology. Wyd. 4. Boston: Pearson/Allyn and Bacon, 2011.
Znajdź pełny tekst źródłaLever-Duffy, Judy. Teaching and learning with technology. Wyd. 4. Boston: Pearson/Allyn and Bacon, 2011.
Znajdź pełny tekst źródłaB, Thurber Bonnie, red. Literacy learning in networked classrooms: Using the internet with middle-level students. Newark, DE: International Reading Association, 2006.
Znajdź pełny tekst źródłaLever-Duffy, Judy. Teaching and learning with technology. Boston: Allyn and Bacon, 2003.
Znajdź pełny tekst źródłaLever-Duffy, Judy. Teaching and learning with technology. Boston: Allyn and Bacon, 2003.
Znajdź pełny tekst źródłaLever-Duffy, Judy. Teaching and learning with technology. Wyd. 3. Boston: Pearson/Allyn and Bacon, 2008.
Znajdź pełny tekst źródłaForsyth, Ian. Teaching and learning materials and the Internet. Wyd. 2. London: Kogan Page, 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Networked teaching and learning"
Salmon, Gilly. "Approaches to Researching Teaching and Learning Online". W Networked Learning: Perspectives and Issues, 195–212. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0181-9_11.
Pełny tekst źródłaLuo, Qiongjie, i Haiping Du. "Networked Teleoperation Applied in Mobile Teaching: Study". W Handbook of Mobile Teaching and Learning, 487–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-54146-9_56.
Pełny tekst źródłaHammond, Nick, Annie Trapp i Catherine Bennett. "Small Group Teaching across the Disciplines: Setting the Context for Networked Learning". W Networked Learning: Perspectives and Issues, 243–52. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0181-9_14.
Pełny tekst źródłaStrobl, Josef. "UNIGIS - Networked Learning over a Distance". W Teaching Geographic Information Science and Technology in Higher Education, 383–94. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch24.
Pełny tekst źródłaLuo, Qiongjie, i Haiping Du. "Study on Networked Teleoperation Applied in Mobile Teaching". W Handbook of Mobile Teaching and Learning, 1–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-41981-2_56-1.
Pełny tekst źródłaLuo, Qiongjie, Haiping Du i Jun Hu. "Study on Networked Teleoperation Applied in Mobile Teaching". W Handbook of Mobile Teaching and Learning, 1–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_56-2.
Pełny tekst źródłaLuo, Qiongjie, Haiping Du i Jun Hu. "Study on Networked Teleoperation Applied in Mobile Teaching". W Handbook of Mobile Teaching and Learning, 359–70. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_56.
Pełny tekst źródłaJovanović, Ana S., i Greta Goetz. "Teleological Fictions: Making Up the Ends of a Networked Course". W Teaching and Learning to Co-create, 121–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72718-5_10.
Pełny tekst źródłaPetrushyna, Zinayida, Ralf Klamma i Milos Kravcik. "On Modeling Learning Communities". W Design for Teaching and Learning in a Networked World, 254–67. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_19.
Pełny tekst źródłaMenchaca, Iratxe, Mariluz Guenaga i Josu Solabarrieta. "Project-Based Learning: Methodology and Assessment Learning Technologies and Assessment Criteria". W Design for Teaching and Learning in a Networked World, 601–4. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_68.
Pełny tekst źródłaStreszczenia konferencji na temat "Networked teaching and learning"
Cutajar, Maria, i Matthew Montebello. "Impacting Networked Technologies on Teaching Practices". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8066.
Pełny tekst źródłaCarlsson, Rolf, Göran Karlsson i Bengt Olsen. "Networked PBL teaching the teacher on flexible learning (poster)". W The supplemental proceedings of the conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/266057.266183.
Pełny tekst źródłaSanchez-Lozano, Carlos. "Networked Learning Dynamics in Online Instruction: An Action Research Study". W 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.119.
Pełny tekst źródłaYu, Ke, Xiaoping Zhu i Yihua Du. "Integrated Mode Design and Analysis of Networked Learning and PBL Teaching". W 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.76.
Pełny tekst źródłaWoodward, Clare. "Internet not Available! Using Offline Networked Learning to Enhance Teachers’ School-Based Continuing Professional Development in Zambia". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6083.
Pełny tekst źródłaNhu, Pham Thi Huynh. "A Survey on Student’s Application for Using Smartphones in Learning at HCM City University of Food Industry". W 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.29.
Pełny tekst źródłaCutajar, Maria. "EXPLORING OPEN AND NETWORKED LEARNING AND TEACHING IN HIGHER EDUCATION: AN UNFOLDING ENTERPRISE". W 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0993.
Pełny tekst źródłaMehnen, Lars, Birgit Pohn, Matthias Blaickner, Thomas Mandl i Isabel Dregely. "Teaching & Learning Analytics for Data-Based Optimization of Teaching and Learning Processes in Courses with Blended Learning". W 2022 International Conference on Software, Telecommunications and Computer Networks (SoftCOM). IEEE, 2022. http://dx.doi.org/10.23919/softcom55329.2022.9911349.
Pełny tekst źródłaOkuhara, Shun, Takanobu Otsuka, Takuya Yoshimura, Raiye Hailu i Takayuki Ito. "Teaching Method Based on Learning Networks". W 2012 IEEE 14th International Conference on Commerce and Enterprise Computing (CEC). IEEE, 2012. http://dx.doi.org/10.1109/cec.2012.31.
Pełny tekst źródłaWang Kechao, Tiantian Wang, Zong Mingkui i Wang Zhifei. "An ecological network teaching-learning environment". W 2011 International Conference on Computer Science and Network Technology (ICCSNT). IEEE, 2011. http://dx.doi.org/10.1109/iccsnt.2011.6181981.
Pełny tekst źródłaRaporty organizacyjne na temat "Networked teaching and learning"
Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov i Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3243.
Pełny tekst źródłaBalyk, Nadiia, Yaroslav Vasylenko, Vasyl Oleksiuk i Galina Shmyger. Designing of Virtual Cloud Labs for the Learning Cisco CyberSecurity Operations Course. [б. в.], czerwiec 2019. http://dx.doi.org/10.31812/123456789/3177.
Pełny tekst źródłaGoncharenko, Tatiana, Nataliia Yermakova-Cherchenko i Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4468.
Pełny tekst źródłaBarjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.
Pełny tekst źródłaSanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso i J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.
Pełny tekst źródłaPererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk i Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3868.
Pełny tekst źródłaBano, Masooda, i Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), grudzień 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.
Pełny tekst źródłaLaptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, luty 2020. http://dx.doi.org/10.32370/iaj.2280.
Pełny tekst źródłaWoolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn i Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, lipiec 1990. http://dx.doi.org/10.21236/ada225619.
Pełny tekst źródłaPierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, luty 2001. http://dx.doi.org/10.53593/n614a.
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