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Статті в журналах з теми "Enhanced learning opportunities"
Teresevičienė, Margarita, Elena Trepulė, and Airina Volungevičienė. "Didactical Opportunities and Dilemmas of Technology Enhanced Learning." Pedagogika 128, no. 4 (December 20, 2017): 175–92. http://dx.doi.org/10.15823/p.2017.62.
Повний текст джерелаMitchell, G. J. "Practice Applications: Technology-Enhanced Learning Opportunities." Nursing Science Quarterly 12, no. 3 (July 1, 1999): 2l. http://dx.doi.org/10.1177/08943189922106864.
Повний текст джерелаPearson, Brian J., Kimberly Moore, and James Barrett. "Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development." HortTechnology 27, no. 4 (August 2017): 455–57. http://dx.doi.org/10.21273/horttech03345-17.
Повний текст джерелаMozelius, Peter, Sebastian Bader, Jimmy Jaldemark, Patrik Urbansson, and Alexis Engström. "Educational Development - Challenges, Opportunities, Tools and Techniques." European Conference on e-Learning 21, no. 1 (October 21, 2022): 264–71. http://dx.doi.org/10.34190/ecel.21.1.626.
Повний текст джерелаKanchana, Dr S., Dr S. Patchainayagi, and Dr S. Rajkumar. "EMPOWERING STUDENTS TO BECOME EFFECTIVE LEARNERS THROUGH ACTIVITY BASED LEARNING." Humanities & Social Sciences Reviews 7, no. 5 (September 18, 2019): 57–62. http://dx.doi.org/10.18510/hssr.2019.757.
Повний текст джерелаMoumoutzis, Nektarios, Yiannis Sifakis, Stavros Christodoulakis, Desislava Paneva-Marinova, and Lilia Pavolva. "Performative Framework and Case Study for Technology-Enhanced Learning Communities." Informatics and Automation 20, no. 4 (August 3, 2021): 905–39. http://dx.doi.org/10.15622/ia.20.4.6.
Повний текст джерелаStrambi, Antonella. "Learners’ perceptions of a web-enhanced learning environment." Australian Review of Applied Linguistics. Series S 18 (January 1, 2004): 81–96. http://dx.doi.org/10.1075/aralss.18.06str.
Повний текст джерелаCooner, Tarsem Singh. "Preparing for ICT enhanced practice learning opportunities in 2010—a speculative view." Social Work Education 23, no. 6 (December 2004): 731–44. http://dx.doi.org/10.1080/0261547042000294509.
Повний текст джерелаKiley, Margaret, and Jim Cumming. "Enhanced learning pathways and support for coursework master's students: challenges and opportunities." Higher Education Research & Development 34, no. 1 (July 22, 2014): 105–16. http://dx.doi.org/10.1080/07294360.2014.934335.
Повний текст джерелаKleinhans, Kelly A., and Sharon B. Hart. "Administration: Opportunities for Enhanced Clinical Experience Through Regional Stewardship." Perspectives on Administration and Supervision 22, no. 2 (July 2012): 64–70. http://dx.doi.org/10.1044/aas22.2.64.
Повний текст джерелаДисертації з теми "Enhanced learning opportunities"
Beardsley, Marc Yoshimi. "Bridging the science of learning and technology enhanced learning: transformative opportunities and ethical challenges." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/670823.
Повний текст джерелаLos informes de la OCDE y el Foro Económico Mundial destacan que los rápidos cambios tecnológicos y sociales están incrementando la exigencia al alumnado. Sin embargo, las investigaciones indican que muchos estudiantes no se están convirtiendo en estudiantes efectivos a pesar de recibir educación formal durante años, lo que limita sus habilidades para satisfacer tales demandas. Siguiendo una metodología de investigación basada en el diseño (Design-Based Research, DBR), esta tesis explora oportunidades para transformar el desarrollo de habilidades de aprendizaje de los estudiantes utilizando enfoques que combinan la ciencia del aprendizaje (Science of Learning, SOL) y las tecnologías digitales. El objetivo es mejorar la eficacia del aprendizaje del alumnado aumentando el conocimiento de estudiantes y profesorado sobre el aprendizaje, la conciencia y el uso de estrategias basadas en la evidencia y las habilidades para regular las emociones y el estrés. Esta tesis doctoral aporta un análisis de las necesidades formativas del profesorado y del alumnado; soluciones prácticas para ayudar a estudiantes y profesores, como lecciones, talleres y una herramienta de orquestación del aula (la aplicación ClassMood); y estudios empíricos sobre estrategias de aprendizaje y enseñanza. Además, para adherirse a los principios de Investigación e Innovación Responsables, la tesis también estudia los procesos de investigación. Expresamente, la tesis doctoral analiza el proceso del consentimiento informado y explora las posibles influencias incidentales de la participación en investigación TEL sobre el comportamiento de los participantes en su compartición de datos. En este sentido, la tesis también contribuye con artefactos como una lección sobre la privacidad de datos para los estudiantes, una prueba de comprensión del consentimiento informado y principios de diseño relacionados con la mejora de los formularios de consentimiento.
Els informes de l'OCDE i el Fòrum Econòmic Mundial destaquen que els ràpids canvis tecnològics i socials estan incrementant l’exigència a l'alumnat. No obstant això, les investigacions indiquen que molts estudiants no s'estan convertint en aprenents efectius tot i rebre educació formal durant anys, fet que limita les seves habilitats per satisfer aquestes demandes. Seguint una metodologia de recerca basada en el disseny (Design-Based Research, DBR), aquesta tesi doctoral explora oportunitats per transformar el desenvolupament d'habilitats d'aprenentatge dels estudiants utilitzant enfocaments que combinen la ciència de l'aprenentatge (Science of Learning, SOL) i les tecnologies digitals. L'objectiu és millorar l'eficàcia de l'aprenentatge de l'alumnat augmentant el coneixement dels estudiants i el professorat sobre l'aprenentatge, la consciència i l'ús d'estratègies basades en l'evidència i les habilitats per a regular les emocions i l'estrès. Aquesta tesi doctoral aporta un anàlisi de les necessitats formatives del professorat i l’alumnat; solucions pràctiques per ajudar a l’alumnat i professorat, com lliçons, tallers i una eina d'orquestració de l'aula (l'aplicació ClassMood); i estudis empírics sobre estratègies d'ensenyament i aprenentatge. A més a més, per tal d’adherir-se als principis de Recerca i Innovació Responsables, la tesi també estudia els processos d'investigació. Tanmateix, la tesi doctoral analitza el procés de consentiment informat i explora les possibles influències incidentals de la participació en la investigació TEL sobre el comportament dels participants en la seva compartició de dades. En aquest sentit, la tesi també contribueix amb artefactes, com una lliçó sobre la privacitat de dades per als estudiants, una prova de comprensió del consentiment informat i principis de disseny relacionats amb la millora dels formularis de consentiment.
Eagle, Jean F. "Realizing Shared Potential Through School/University Partnerships: Enhanced Opportunities in the Learning Community." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.
Повний текст джерелаTitle from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).
Shrestha, Sujan. "Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms." Thesis, University of West London, 2016. https://repository.uwl.ac.uk/id/eprint/2962/.
Повний текст джерелаNicol, Jerome Sowle. "Planning for the planning school: making the case for enhanced applied learning opportunities at the University of British Columbia’s School of Community and Regional Planning." Thesis, 1996. http://hdl.handle.net/2429/4558.
Повний текст джерела(13539291), Bruce T. Fogarty. "Professional practicum report: An analysis and account of the effect subject specialisation has on the professional craft knowledge of teachers working with years 6 and 7 in primary education." Thesis, 1995. https://figshare.com/articles/thesis/Professional_practicum_report_An_analysis_and_account_of_the_effect_subject_specialisation_has_on_the_professional_craft_knowledge_of_teachers_working_with_years_6_and_7_in_primary_education/20742559.
Повний текст джерелаThe teachers of Years 6 and 7 at a rural State Primary School in the South -Burnett Region of South -East Queensland, in response to concerns and issues raised in the 1993 Collaborative School Campus Review, initiated an action research study during which all teachers of Years 6 and 7 students would specialise in a maxium of three subjects. This research study was conducted over a six month period in 1994 and was a natural progression from other initiatives already established within the school campus. Timetable blocking, the establishment of school management teams of teachers in the P-2. Years 3-5, Years 6-7 and Specialist/Support Staff areas had already been completed.
The action research study, officially included within the school campus operational plan, sought such outcomes as (a) the improvement of teaching practices; (b) enhanced learning opportunities/outcomes for students; (c) enhanced professional support for teachers; (d) promotion of Years 7-8 transition ease for students: and (e) working smarter, not harder within a context of devolved education departmental responsibilities and accountabilities for school -based staff. Conducted by the school principal in collaboration with the School Child Needs and Staff Professional Development Committees, the intent of the study was to (1) develop a plan of action to improve present teaching practices; (2) act on and implement the plan devised collaboratively by the teaching team, comprising the principal and Year 6 and 7 teachers; (3) observe and record the effects of the action within the classroom teaching context, using student opinion to provide an additional perspective; and (4) reflect on these effects as a basis for further planning and action.
Each teacher of Years 6 and 7 specialised in a combination of up to three of the following subjects: (a) English,(b) Mathematics, (c) Science.(d) Social Studies,(e) Environmental Education/Health/Personal Development,(f) Art,(g) Physical Education,(h) Music.(i) German; and (j) Library/Research Studies. Each subject was taught by each teacher at least four times per week for a minimum period of 3Omins. Classroom teachers retained English and Mathematics in their subject selection and specialist teachers retained their official subject area of responsibility. It was thought that by focusing a teacher's time and expertise on a maximum of three subjects, teachers would be able to reflect on their teaching strategies and through improved practice, enhance student learning.
The study found that in transition from successful general teaching practice to that of successful specialist teaching practice, many aspects of a teacher's professional craft knowledge remain constant enabling such a transition to successfully be undertaken. It was also found that over time, many aspects of effective teaching practice evolve and/or specialise.
Книги з теми "Enhanced learning opportunities"
Mukerji, Siran. Cases on technology enhanced learning through collaborative opportunities. Hershey, PA: Information Science Reference, 2010.
Знайти повний текст джерелаGoodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Lawrence Erlbaum, 2001.
Знайти повний текст джерелаTechnology Enhanced Learning: Opportunities for Change. Lawrence Erlbaum, 2001.
Знайти повний текст джерелаTechnology enhanced learning: Opportunities for change. Mahwah, N.J: L. Erlbaum, 2002.
Знайти повний текст джерелаGoodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.
Знайти повний текст джерелаGoodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.
Знайти повний текст джерелаGoodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.
Знайти повний текст джерелаGoodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.
Знайти повний текст джерелаSiran, Mukerji, and Tripathi Purnendu 1975-, eds. Cases on technology enhanced learning through collaborative opportunities. Hershey PA: Information Science Reference, 2010.
Знайти повний текст джерелаZheng, Robert Z. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities. IGI Global, 2019.
Знайти повний текст джерелаЧастини книг з теми "Enhanced learning opportunities"
Sastry, Venkat V. S. S., and Piers MacLean. "Opportunities for Technology-Enhanced Remedial Maths." In Learning at the Crossroads of Theory and Practice, 179–97. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2846-2_12.
Повний текст джерелаChan, Selena. "Enhancing Learning Through Improving Opportunities and Strategies for Feedback." In Identity, Pedagogy and Technology-enhanced Learning, 61–79. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2129-4_4.
Повний текст джерелаBuchem, Ilona, Ralf Klamma, and Fridolin Wild. "Introduction to Wearable Enhanced Learning (WELL): Trends, Opportunities, and Challenges." In Perspectives on Wearable Enhanced Learning (WELL), 3–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-64301-4_1.
Повний текст джерелаApiola, Mikko, Mikko-Jussi Laakso, and Mirjana Ivanovic. "Enhancing Learning Opportunities for CS: Experiences from Two Learning Systems." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, 187–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_19.
Повний текст джерелаBalistreri, Maurizio, and Francesco Casile. "Care Robots and Bioethics: A Discussion Paper on Moral Standing of New Training Opportunities." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference, 210–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86618-1_21.
Повний текст джерелаWalker, Richard. "Facilitating Active Learning Opportunities for Students Through the Use of Technology-Enhanced Learning Tools: The Case for Pedagogic Innovation and Change." In Teaching Learning and New Technologies in Higher Education, 117–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4847-5_9.
Повний текст джерелаHernandez, Barbara Couden. "Organizational Opportunities to Enhance Physician Learning." In Transforming the Heart of Practice, 107–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15250-5_11.
Повний текст джерелаYang, Ping. "Experiential Learning Opportunities." In Study Abroad Contexts for Enhanced Foreign Language Learning, 189–217. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch009.
Повний текст джерела"Design Patterns for Technology-Enhanced Learning: Achievements and Opportunities." In Technology-Enhanced Learning, 311–18. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460910623_019.
Повний текст джерелаDempster, Jacqueline A. "A Research-Led Approach to Technology Enhanced Learning." In Technology Enhanced Learning, 154–67. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-600-6.ch007.
Повний текст джерелаТези доповідей конференцій з теми "Enhanced learning opportunities"
Chugh, Ritesh. "Knowledge sharing with enhanced learning and development opportunities." In 2012 International Conference on Information Retrieval & Knowledge Management (CAMP). IEEE, 2012. http://dx.doi.org/10.1109/infrkm.2012.6205014.
Повний текст джерелаBarkalov, Sergey, Tatiana Averina, and Elena Avdeeva. "Opportunities of Digital Education for Sustainable Development of Society." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482550.
Повний текст джерелаRaja, A. S., and V. JosephRaj. "How biometrics along with tablet devices shall create great learning opportunities in classrooms: The BT framework." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208639.
Повний текст джерелаKwok, Yipkei, and David L. Sullivan. "LFO2: An Enhanced Version of Learning-From-OPT Caching Algorithm." In 2nd International Conference on Machine Learning Techniques and Data Science (MLDS 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111806.
Повний текст джерелаGirdzijauskienė, Rūta, Liudmila Rupšienė, and Eglė Pranckūnienė. "Usage of Digital Learning Tools to Engage Primary School Students in Learning." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.20.
Повний текст джерелаJuing-Huei Su, Shun-Chung Wang, Chyi-Shyong Lee, and Jiann-Jong Chen. "Enhanced problem-based learning of power converter theories and implementations with behavior model simulations." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417942.
Повний текст джерелаFuenmayor, Roberto, Mohamad Mustaqim Mokhlis, and Satyaraj Muniandy. "Managing Gas Lift optimization Opportunities Through Enhanced Production Advisory with AI/ML." In SPE Middle East Artificial Lift Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/206931-ms.
Повний текст джерелаMotschnig-Pitrik, Renate, Sonja Kabicher, Kathrin Figl, and Antonio M. Santos. "Person centered, technology enhanced learning in action: Action research in a course on organizational development." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417890.
Повний текст джерелаRamaila, Sam. "TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end022.
Повний текст джерелаKushnazarov, Mansurbek, Crystal Jing Luo, and Nicole Kwan Yee Lai. "The effect of an online active learning-based course on approaches to teaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13050.
Повний текст джерелаЗвіти організацій з теми "Enhanced learning opportunities"
McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.
Повний текст джерелаMcGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.
Повний текст джерелаPetrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.
Повний текст джерелаVakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.
Повний текст джерелаCoulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.
Повний текст джерелаQuality Assurance in HECA Colleges During the COVID-19 Pandemic: A Mixed Methods Analysis through the lens of QQI’s Core Criteria. Higher Education College's Assocation (HECA), May 2022. http://dx.doi.org/10.22375/hqf.tos22.
Повний текст джерела