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This book provides an archival forum for researchers, academics,
practitioners, and industry professionals interested and/or engaged
in the reform of the ways of teaching and learning through
advancing current learning environments towards smart learning
environments. It facilitates opportunities for discussions and
constructive dialogue among various stakeholders on the limitations
of existing learning environments, need for reform, innovative uses
of emerging pedagogical approaches and technologies, and sharing
and promotion of best practices, leading to the evolution, design
and implementation of smart learning environments. This book also
focus on the interplay of pedagogy, technology and their fusion
towards the advancement of smart learning environments. Â
This book presents the status quo of Information and Communication
Technology (ICT) in Education, with a focus on China and the 17
Central and Eastern European Countries (CEECs), including Albania,
Bosnia and Herzegovina, Bulgaria, Croatia, the Czech Republic,
Estonia, Greece, Hungary, Latvia, Lithuania, Macedonia, Montenegro,
Poland, Romania, Serbia, Slovakia and Slovenia (the "17+1"
cooperation mechanism, as an incubator for pragmatic trans-regions
cooperation platform, created by China and the 17 CEECs). With
recent advances in ICT in China and the CEECs, it has assumed
increasingly important roles in education, including the
improvement of the quality of teaching and learning, as well as the
promotion of equity in education. The significant contribution of
ICT in education is an enabler to achieving the goals of the "17+1
cooperation" mechanism between China and the CEECs, which has
attracted considerable attention worldwide, given fresh impetus to
cooperation between the two parties, and opened a new chapter in
China-CEEC cooperation. The contributors, all of whom hail from
these 18 countries, describe the state-of-the-art of ICT in
education in their respective country, and focus on three major
aspects, namely: the country profile, general status of education
development, and ICT in education. In turn, leading experts in
educational informatization research compare the situations in
different countries. Taken together, the papers offer valuable
insights for policymakers and educators on how to integrate ICT
into educational processes, and on inter-regional cooperation with
regard to ICT in education.
This book presents the current state of Open Educational Resources
(OER) within the countries covered by the China's Belt and Road
Initiative. The authors describe eight aspects of OER development
in their countries: infrastructure, policy, resources, open
license, curriculum and teaching methodology, outcome, stakeholders
and impact. This book also conducts a comparative study between
those countries to identify the OER gaps in the Belt and Road
countries. It then offers valuable insights and recommendations for
several stakeholders, including policy makers and educators,
wishing to integrate open educational resources into educational
processes, as well as for those involved in inter-regional open
educational resources cooperation.
This book presents the status quo of Information and Communication
Technology (ICT) in Education, with a focus on China and the 17
Central and Eastern European Countries (CEECs), including Albania,
Bosnia and Herzegovina, Bulgaria, Croatia, the Czech Republic,
Estonia, Greece, Hungary, Latvia, Lithuania, Macedonia, Montenegro,
Poland, Romania, Serbia, Slovakia and Slovenia (the "17+1"
cooperation mechanism, as an incubator for pragmatic trans-regions
cooperation platform, created by China and the 17 CEECs). With
recent advances in ICT in China and the CEECs, it has assumed
increasingly important roles in education, including the
improvement of the quality of teaching and learning, as well as the
promotion of equity in education. The significant contribution of
ICT in education is an enabler to achieving the goals of the "17+1
cooperation" mechanism between China and the CEECs, which has
attracted considerable attention worldwide, given fresh impetus to
cooperation between the two parties, and opened a new chapter in
China-CEEC cooperation. The contributors, all of whom hail from
these 18 countries, describe the state-of-the-art of ICT in
education in their respective country, and focus on three major
aspects, namely: the country profile, general status of education
development, and ICT in education. In turn, leading experts in
educational informatization research compare the situations in
different countries. Taken together, the papers offer valuable
insights for policymakers and educators on how to integrate ICT
into educational processes, and on inter-regional cooperation with
regard to ICT in education.
This book presents the current state of Open Educational Resources
(OER) within the countries covered by the China's Belt and Road
Initiative. The authors describe eight aspects of OER development
in their countries: infrastructure, policy, resources, open
license, curriculum and teaching methodology, outcome, stakeholders
and impact. This book also conducts a comparative study between
those countries to identify the OER gaps in the Belt and Road
countries. It then offers valuable insights and recommendations for
several stakeholders, including policy makers and educators,
wishing to integrate open educational resources into educational
processes, as well as for those involved in inter-regional open
educational resources cooperation.
This book introduces readers to the current status of smart
learning in China by providing extensive and accurate data from
different contexts of smart learning. In particular, it
investigates smart learning in smart cities, which extends the
concept of smart learning to cover both formal and informal
learning, and to support life-long learning. With digital
technologies and the Internet becoming increasingly integrated into
learning, the demand for smart learning has grown steadily,
especially in smart city scenarios. As the need for life-long
learning is on the rise, smart learning environments in cities
should be equipped to meet people's demands. Smart
learning/education is also one of the key applications of smart
cities. Though the book's content mainly focuses on the educational
technology field, research in cities and industries is also
included. This book offers a valuable resource for graduate
students in educational technology, smart learning environment and
smart city researchers, cooperative university managers, and all
others who are interested in smart learning industries.
This book describes the current state of the art of various types
of immersive learning: in research, in practice, and in the
marketplace. It discusses advanced approaches in the design and
development for various forms of immersive learning environments,
and also the emerging innovations in assessment and research in the
field. In addition, it demonstrates the opportunities and
challenges in implementing advances in VR and immersion at scale in
formal and informal learning. We are living in a time of rapid
advances in terms of both the capabilities and the cost of virtual
reality, multi-user virtual environments, and various forms of
mixed reality. These new media potentially offer extraordinary
opportunities for enhancing both motivation and learning across a
range of subject areas, student developmental levels, and
educational settings. With the development of practical and
affordable virtual reality and mixed reality, people now have the
chance to experience immersive learning both in classrooms and
informally in homes, libraries, and community centers. The book
appeals to a broad readership including teachers, administrators,
scholars, policy makers, instructional designers, evaluators and
industry leaders.
This book describes the current state of the art of various types
of immersive learning: in research, in practice, and in the
marketplace. It discusses advanced approaches in the design and
development for various forms of immersive learning environments,
and also the emerging innovations in assessment and research in the
field. In addition, it demonstrates the opportunities and
challenges in implementing advances in VR and immersion at scale in
formal and informal learning. We are living in a time of rapid
advances in terms of both the capabilities and the cost of virtual
reality, multi-user virtual environments, and various forms of
mixed reality. These new media potentially offer extraordinary
opportunities for enhancing both motivation and learning across a
range of subject areas, student developmental levels, and
educational settings. With the development of practical and
affordable virtual reality and mixed reality, people now have the
chance to experience immersive learning both in classrooms and
informally in homes, libraries, and community centers. The book
appeals to a broad readership including teachers, administrators,
scholars, policy makers, instructional designers, evaluators and
industry leaders.
This book introduces readers to the current status of smart
learning in China by providing extensive and accurate data from
different contexts of smart learning. In particular, it
investigates smart learning in smart cities, which extends the
concept of smart learning to cover both formal and informal
learning, and to support life-long learning. With digital
technologies and the Internet becoming increasingly integrated into
learning, the demand for smart learning has grown steadily,
especially in smart city scenarios. As the need for life-long
learning is on the rise, smart learning environments in cities
should be equipped to meet people's demands. Smart
learning/education is also one of the key applications of smart
cities. Though the book's content mainly focuses on the educational
technology field, research in cities and industries is also
included. This book offers a valuable resource for graduate
students in educational technology, smart learning environment and
smart city researchers, cooperative university managers, and all
others who are interested in smart learning industries.
This book focuses on the development of smart education in China
and some countries of Central and Eastern Europe. A brief
discussion on the idea of smart education was given in the
introduction chapter, followed by a series of national smart
education profiles of eleven countries. In detail, the profile
starts with an overview of ICT in Education or smart education in
the country and policies of ICT in Education or smart education.
Some key features of smart education in each country were discussed
with examples of best practices. The profile ends with a
description of trends of smart education in the country. Based on
the information above, the final chapter presents an analysis among
the eleven countries with six major features they presented and
concluded the book with suggestions on advancing smart education by
three points.
This book provides an archival forum for researchers, academics,
practitioners, and industry professionals interested and/or engaged
in the reform of the ways of teaching and learning through
advancing current learning environments towards smart learning
environments. It facilitates opportunities for discussions and
constructive dialogue among various stakeholders on the limitations
of existing learning environments, need for reform, innovative uses
of emerging pedagogical approaches and technologies, and sharing
and promotion of best practices, leading to the evolution, design
and implementation of smart learning environments. This book also
focus on the interplay of pedagogy, technology and their fusion
towards the advancement of smart learning environments.
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