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Статті в журналах з теми "Storyline learning"
Sukirmiyadi, Sukirmiyadi, Roziana Febrianita, Endang Sholihatin, and Arista Pratama. "PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN INTERAKTIF DENGAN ARTIKULATE STORYLINE DI SMK PESANTREN TERPADU KABUPATEN MOJOKERTO." Jurnal Layanan Masyarakat (Journal of Public Services) 5, no. 2 (November 24, 2021): 325. http://dx.doi.org/10.20473/jlm.v5i2.2021.325-332.
Повний текст джерелаSi, Jiasheng, Linsen Guo, and Deyu Zhou. "Unsupervised latent event representation learning and storyline extraction from news articles based on neural networks." Intelligent Data Analysis 25, no. 3 (April 20, 2021): 589–603. http://dx.doi.org/10.3233/ida-195061.
Повний текст джерелаClements, Douglas H., Karen C. Fuson, and Julie Sarama. "Research Commentary: Critiques of the Common Core in Early Math: A Research-Based Response." Journal for Research in Mathematics Education 50, no. 1 (January 2019): 11–22. http://dx.doi.org/10.5951/jresematheduc.50.1.0011.
Повний текст джерелаFatikhah, Farah Faridatul, and Mita Anggaryani. "Development of Articulate Storyline-based Dynamic Fluid Learning Media For Grade XI High School Students." PENDIPA Journal of Science Education 6, no. 1 (June 12, 2021): 26–34. http://dx.doi.org/10.33369/pendipa.6.1.26-34.
Повний текст джерелаSafira, Arum Donna, Iva Sarifah, and Tunjungsari Sekaringtyas. "PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WEB ARTICULATE STORYLINE PADA PEMBELAJARAN IPA DI KELAS V SEKOLAH DASAR." Prima Magistra: Jurnal Ilmiah Kependidikan 2, no. 2 (August 31, 2021): 237–53. http://dx.doi.org/10.37478/jpm.v2i2.1109.
Повний текст джерелаEmo, Wendy, and Jill Wells. "Annual Conference 2013 paper: Storyline: Enhancing learning and teaching through co-constructed narrative." Psychology of Education Review 38, no. 2 (2014): 23–27. http://dx.doi.org/10.53841/bpsper.2014.38.2.23.
Повний текст джерелаAgustina, Uus, and Elan Elan. "PENGARUH MEDIA PEMBELAJARAN ARTICULATE STORYLINE PADA MATERI KERAGAMAN BUDAYA TERHADAP MINAT BELAJAR SISWA KELAS V SDN SINDANGHEULA 02." JS (JURNAL SEKOLAH) 5, no. 3 (June 20, 2021): 165. http://dx.doi.org/10.24114/js.v5i3.26827.
Повний текст джерелаFadilah, Rizka, and Lutfi Syauki Faznur. "Pengaruh Metode Joyfull Learning Berbantuan Media Articulate Storyline Terhadap Kemampuan Menulis Naskah Drama." Metafora: Jurnal Pembelajaran Bahasa Dan Sastra 9, no. 2 (October 19, 2022): 93. http://dx.doi.org/10.30595/mtf.v9i2.13555.
Повний текст джерелаKarim, Abdul, Yogi Wiratomo, and Indah Mayang Purnama. "Workshop Perancangan Story Board dan Story Line dalam Pembuatan Komikstrip Matematika." Jurnal ABDINUS : Jurnal Pengabdian Nusantara 3, no. 2 (February 25, 2020): 226–34. http://dx.doi.org/10.29407/ja.v3i2.13715.
Повний текст джерелаMufidah, Eli, and Nikmatul Khori. "Pengembangan Media Pembelajaran Articulate Storyline untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar di Masa Pandemi Covid 19." IBTIDA' 2, no. 2 (November 13, 2021): 124–32. http://dx.doi.org/10.37850/ibtida.v2i2.214.
Повний текст джерелаДисертації з теми "Storyline learning"
Wilhelmsson, Andreas. "Presenting learning possibilities through branching storylines : A case study of epic proportions." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5267.
Повний текст джерелаNayler, Jennifer. "Storylines and storyspaces: a folio of learnings related to socially-just pedagogies." University of Southern Queensland, Faculty of Education, 2003. http://eprints.usq.edu.au/archive/00001478/.
Повний текст джерелаHuang, Shuling, and 黃淑鈴. "A Study of Opportunities for Learning in Multiple Intelligences of Storyline Teaching." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/21872477352476649157.
Повний текст джерела臺北市立師範學院
課程與教學研究所
92
This research aims at discussing the progress of the "Reconstructing Hua Hua Park Project", developed by using Storyline Method.By examing the social interactions among teachers and students,I show how social and cultural contexts and diverse learning opportunities are constructed in class. Students of different intelligences are also identified through surveys and observation for understanding how they take learning opportunities and demonstrate their intelligence. This research, based on the taxonomy of Green and Bloome (1997) on ethnographic studies, adopts the approacch and tools of ethnography. The observation lasts for 39 classes in a fifth-grade classroom when teachers and students co-construct the project. The data set includes video recording, audio recording and observation notes, interviews, questionnaires, and the related documents of the teachers, students and school. Through cross-examinations, Findings are hereby outlined as follows: 1. "Time," "Students'' Pre-Knowledge," "Teacher''s Abilities," and "Parents'' Intervention" are the major factors that influence the lessons development. 2. More learning opportunities of "linguistic intelligence," "interpersonal intelligence," "mathematical logical intelligence" as well as "spatial intelligence" are provided; the opportunities of "intrapersonal intelligence" is given the least; and "musical intelligence" opportunity has never appeared.These learning opportunities may extention or break off through teachers redominant or students respond . 3. The teacher and students played different and diverse roles, which changed with teaching activities and teaching strategies. These roles were relative and did not remain fixed. 4. " The ratio of Intelligencel distribution in the lessons" and "the equality of opportunities" are the two major factors that influence students'' response and taking the opportunities 5. The teacher and students'' comments about the lessons are summarized as follows: (1) The teaching and learning are considered. Teachers had a chance to explore different possibilities of teaching, and the students had more opportunities to stimulate their potential; (2) cultivation of cooperation and learning attitudes in group was very important; (3) Diverse opportunities for learning were provided to meet the different needs of students. Finally, according to the research findings, recommendations are proposed in an attempt to serve as a reference for related course development as well as future research.
Naude, Christo. "Die sosiale konstruksie van geloofsontwikkeling by `n groep katkisante." Thesis, 2006. http://hdl.handle.net/10500/2380.
Повний текст джерелаPractial Theology
D. Th. (Pastoral Therapy)
Isidoro, Anabela Ramos. "Alunos com necessidades educativas especiais : o digital storylling como estratégia de aprendizagem da língua materna." Master's thesis, 2014. http://hdl.handle.net/10400.2/4085.
Повний текст джерелаA sociedade vive atualmente um processo de mudança em que as novas tecnologias estão a tornar-se omnipresentes nas nossas vidas. O professor enquanto agente educativo deverá acompanhar essa mudança, através de novas descobertas e inovações tecnológicas enfrentando novos desafios e procurando novas soluções que potenciem o desenvolvimento da qualidade dos contextos em que atua. E é esse o nosso objetivo neste estudo de caso com alunos de necessidades educativas especiais: explorar e analisar o contributo do digital storytelling para promover o desenvolvimento da proficiência na língua materna. Designadamente no que respeita à compreensão, interação e produção oral do aluno, de acordo o Quadro Europeu Comum de Referência para as Línguas (QECR). Queremos experienciar e averiguar de que modo esta metodologia pode ser utilizada no ensino especial, ajudando e promovendo o potencial destes alunos. Procurámos, a nível teórico aprofundar conhecimentos sobre o digital storytelling e a sua importância e o impacto da educação especial. Abordámos o ensino português no estrangeiro (EPE), uma modalidade especial de ensino, como forma de aperfeiçoar o ensino português e a difusão da cultura portuguesa junto das comunidades portuguesas. Neste contexto, tentámos demonstrar que as novas tecnologias de informação (TIC) podem constituir um instrumento poderoso para as crianças que utilizam o português como a sua língua de expressão e de afeto. A nível metodológico optámos pelo paradigma qualitativo no desenvolvimento do estudo de caso, tendo em vista analisar e refletir sobre esta experiência pedagógica. Adotou-se uma perspetiva descritiva, centrando os objetivos no entendimento da forma como os alunos interpretam e dão sentido às suas experiencias e como estas se refletem quer no processo quer nos resultados de aprendizagem. Constatámos que o DST proporcionou aos alunos a oportunidade de aprender, criar, pensar, interagir, conhecer, partilhar e realizar tarefas de uma forma estimulante e criativa, permitindo-lhes melhorar as suas competências na língua materna.
Currently our society lives in a process of change where the new technologies are becoming omnipresent in our lives. Teachers as educational agents should keep updated with these changes and should search for new solutions that improve the quality development of the teacher‘s acting context. This study aims to explore and analyze its contribute of the digital storytelling to promote the development of the mother tongue in students with educational needs. The study has the focus on student‘s comprehension, interaction and oral production, as agreed with the the Common European Framework of Reference for Languages. It will be experienced how this methodology can be used in the special teaching, helping and promoting these students‘ potential. At a theoretical level, the objective was to improve our knowledge about digital storytelling and its importance and impact in the special education. Teaching Portuguese in a foreign country is considered a special way of teaching and has the goal to improve the Portuguese teaching and to spread the Portuguese culture to Portuguese communities. In this context, it will be shown that the new information technologies can be a powerful instrument for children that use Portuguese as their language used for expression and show affection. At the methodological level, a qualitative paradigm was used in the development of the case studied, considering the analysis and reflection on this pedagogical experience. A descriptive perspective was used. The goal is about the understanding how students interpret and give sense to their experience and how these experiences reflect themselves in the learning process and results. Our results show that the DST enabled the students with the opportunity to learn, create, think, interact, know, share and execute tasks in a stimulating and creative fashion allowing them to improve their mother tongue skills.
Книги з теми "Storyline learning"
author, Pinder Desirée, ed. E-learning uncovered: Articulate Storyline. Jacksonville, FL: Alcorn Ward & Partners, Inc, 2012.
Знайти повний текст джерелаauthor, Elkins Diane, and Pinder Desirée author, eds. E-learning uncovered: Articulate Storyline 2. Jacksonville, FL: Alcorn Ward & Partners, Inc, 2014.
Знайти повний текст джерелаCreating worlds, constructing meaning: The Scottish storyline method. Portsmouth, NH: Heinemann, 1997.
Знайти повний текст джерелаHarnett, Stephanie. Learning Articulate Storyline. Packt Publishing, Limited, 2013.
Знайти повний текст джерелаHarnett, Stephanie. Learning Articulate Storyline. Packt Publishing, 2013.
Знайти повний текст джерелаTarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.
Знайти повний текст джерелаTarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.
Знайти повний текст джерелаTarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.
Знайти повний текст джерелаTarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.
Знайти повний текст джерелаTarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.
Знайти повний текст джерелаЧастини книг з теми "Storyline learning"
Ahlquist, Sharon. "9. Opportunities for Formative Assessment in the Storyline Approach." In Integrating Assessment into Early Language Learning and Teaching, edited by Danijela Proši-Santovac and Shelagh Rixon, 140–52. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924825-012.
Повний текст джерелаTavakoli, Parvaneh. "Storyline complexity and syntactic complexity in writing and speaking tasks." In Task-Based Language Learning – Insights from and for L2 Writing, 217–36. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.7.09tav.
Повний текст джерелаRea, Paul, and Aileen Linn. "Creation of E-Tutorials to Enhance Medical Student Anatomy Learning Experience Using Articulate Storyline 2." In Serious Games and Edutainment Applications, 203–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51645-5_9.
Повний текст джерелаSigurdsson, Gunnar A., Xinlei Chen, and Abhinav Gupta. "Learning Visual Storylines with Skipping Recurrent Neural Networks." In Computer Vision – ECCV 2016, 71–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46454-1_5.
Повний текст джерела"Appendix B: Storyline for the Physics Force and Motion Unit." In Learning Science, 135–40. Yale University Press, 2020. http://dx.doi.org/10.12987/9780300252736-012.
Повний текст джерелаTarrant, Peter. "Learning and pedagogy." In A Practical Guide to Using Storyline Across the Curriculum, 23–33. Routledge, 2018. http://dx.doi.org/10.4324/9781351055666-4.
Повний текст джерелаTarrant, Peter. "Learning and the curriculum." In A Practical Guide to Using Storyline Across the Curriculum, 12–22. Routledge, 2018. http://dx.doi.org/10.4324/9781351055666-3.
Повний текст джерелаAhlquist, Sharon. "The Storyline approach: promoting learning through cooperation in the second language classroom." In Learning to Learn Together, 36–50. Routledge, 2018. http://dx.doi.org/10.4324/9781315619781-5.
Повний текст джерелаTarrant, Peter. "Ways of presenting and assessing the learning." In A Practical Guide to Using Storyline Across the Curriculum, 100–108. Routledge, 2018. http://dx.doi.org/10.4324/9781351055666-12.
Повний текст джерелаNovak, Elena, and Tristan E. Johnson. "Design and Development of a Simulation for Testing the Effects of Instructional Gaming Characteristics on Learning of Basic Statistical Skills." In Gamification in Education, 256–77. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch014.
Повний текст джерелаТези доповідей конференцій з теми "Storyline learning"
Chen, Zhiqian, Xuchao Zhang, Arnold P. Boedihardjo, Jing Dai, and Chang-Tien Lu. "Multimodal Storytelling via Generative Adversarial Imitation Learning." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/554.
Повний текст джерела"Authoring Storyline-based Adaptive 3D Virtual Learning Environments." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004347700150024.
Повний текст джерелаLetonsaari, Mika, Jukka Selin, and Mikko Lampi. "Co-creative Serious Games Design Process using Nonlinear Storyline Editing." In Special Session on Serious Games on Computer Science Learning. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006320305820588.
Повний текст джерелаSyah, Dedy Husrizal, Eko Wahyu Nugrahadi, Taufik Hidayat, and Azizul Kholis. "The Development of Taxation Learning Media Based on Articulate Storyline." In International Conference on Strategic Issues of Economics, Business and, Education (ICoSIEBE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210220.047.
Повний текст джерелаTaffe, John. "Leanring methods involving communication by students." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93509.
Повний текст джерелаCitra, Amalia Dinda Permata, and Ari Wibowo Kurniawan. "Subbmission Technique (Osaekomi Waza) Learning Media Based on Articulate Storyline Application." In 5th International Conference on Sport Science and Health (ICSSH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220203.008.
Повний текст джерелаKurniawan, Ari Wibowo, and Muhammad Fahmi Amiruddin. "Development of Massage Therapy Learning Media Based on Articulate Storyline Applications." In 5th International Conference on Sport Science and Health (ICSSH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220203.009.
Повний текст джерелаSolis, Augusto-Pavel. "Capability approach in the storyline of student short films written during pandemics." In 2021 IEEE 1st International Conference on Advanced Learning Technologies on Education & Research (ICALTER). IEEE, 2021. http://dx.doi.org/10.1109/icalter54105.2021.9675128.
Повний текст джерелаMolnar, Andreea, and Jose Garcia Estrada. "A Comparative Study of In-Game and Out-Game Assessment for Storyline-Based Games." In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2018. http://dx.doi.org/10.1109/icalt.2018.00040.
Повний текст джерелаGupta, A., P. Srinivasan, Jianbo Shi, and L. S. Davis. "Understanding videos, constructing plots learning a visually grounded storyline model from annotated videos." In 2009 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2009. http://dx.doi.org/10.1109/cvprw.2009.5206492.
Повний текст джерела