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Showing 1 - 9 of
9 matches in All Departments
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Computer Supported Education - 11th International Conference, CSEDU 2019, Heraklion, Crete, Greece, May 2-4, 2019, Revised Selected Papers (Paperback, 1st ed. 2020)
H. Chad Lane, Susan Zvacek, James Uhomoibhi
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R3,075
Discovery Miles 30 750
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Ships in 10 - 15 working days
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This book constitutes the thoroughly refereed proceedings of the
11th International Conference on Computer Supported Education,
CSEDU 2019, held in Heraklion, Crete, Greece, in May 2019. The 30
revised full papers were carefully reviewed and selected from 202
submissions. The papers cover wide research fields including
authoring tools and content development, AV-communication and
multimedia, classroom management, e-Learning hardware and software,
blended learning, critical success factors in distance learning.
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Computer Supported Education - 10th International Conference, CSEDU 2018, Funchal, Madeira, Portugal, March 15-17, 2018, Revised Selected Papers (Paperback, 1st ed. 2019)
Bruce M. McLaren, Rob Reilly, Susan Zvacek, James Uhomoibhi
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R1,656
Discovery Miles 16 560
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Ships in 10 - 15 working days
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This book constitutes the thoroughly refereed proceedings of the
9th International Conference on Computer Supported Education, CSEDU
2018, held in Funchal, Madeira, Portugal, in March 2018. The 27
revised full papers were carefully reviewed and selected from 193
submissions. The papers deal with the following topics: new
educational environments, best practices and case studies of
innovative technology-based learning strategies, institutional
policies on computer-supported education including open and
distance education.
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Computers Supported Education - 8th International Conference, CSEDU 2016, Rome, Italy, April 21-23, 2016, Revised Selected Papers (Paperback, 1st ed. 2017)
Gennaro Costagliola, James Uhomoibhi, Susan Zvacek, Bruce M. McLaren
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R3,211
Discovery Miles 32 110
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Ships in 10 - 15 working days
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This book constitutes the thoroughly refereed proceedings of the
8th International Conference on Computer Supported Education, CSEDU
2016, held in Rome, Italy, in April 2016. The 29 revised full
papers were carefully reviewed and selected from 164 submissions.
The papers deal with the following topics: new educational
environments, best practices and case studies of innovative
technology-based learning strategies, institutional policies on
computer-supported education including open and distance education.
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Computer Supported Education - 7th International Conference, CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers (Paperback, 1st ed. 2016)
Susan Zvacek, Maria Teresa Restivo, James Uhomoibhi, Markus Helfert
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R3,533
Discovery Miles 35 330
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Ships in 10 - 15 working days
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This book constitutes the refereed proceedings of the 7th
International Conference on Computer Supported Education, CSEDU
2015, held in Lisbon, Portugal, in May 2015. The 34 revised full
papers presented together with an invited talk were carefully
reviewed and selected from 196 submissions. The papers address
topics such as information technologies supporting learning;
learning/teaching methodologies and assessment; social context and
learning environments; domain applications and case studies; and
ubiquitous learning.
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Computer Supported Education - 6th International Conference, CSEDU 2014, Barcelona, Spain, April 1-3, 2014, Revised Selected Papers (Paperback, 1st ed. 2015)
Susan Zvacek, Maria Teresa Restivo, James Uhomoibhi, Markus Helfert
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R2,764
Discovery Miles 27 640
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Ships in 10 - 15 working days
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This book constitutes the refereed proceedings of the 6th
International Conference on Computer Supported Education, CSEDU
2014, held in Barcelona, Spain, in April 2014. The 24 revised full
papers presented were carefully reviewed and selected from 242
submissions. The papers address topics such as information
technologies supporting learning; learning/teaching methodologies
and assessment; social context and learning environments; domain
applications and case studies; and ubiquitous learning.
This book constitutes selected, revised and extended papers from
the 12th International Conference on Computer Supported Education,
CSEDU 2020, held as a virtual event in May 2020. The 25 revised
full papers were carefully reviewed and selected from 190
submissions. The presented papers contribute to the understanding
of relevant trends of current research on Computer Supported
Education, including learning analytics, intelligent tutoring
systems, virtual and augmented reality, MOOCs, and automated
assessment systems.
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Computers Supported Education - 9th International Conference, CSEDU 2017, Porto, Portugal, April 21-23, 2017, Revised Selected Papers (Paperback, 1st ed. 2018)
Paula Escudeiro, Gennaro Costagliola, Susan Zvacek, James Uhomoibhi, Bruce M. McLaren
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R3,049
Discovery Miles 30 490
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Ships in 10 - 15 working days
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This book constitutes the thoroughly refereed proceedings of the
9th International Conference on Computer Supported Education, CSEDU
2017, held in Porto, Portugal, in April 2017. The 22 revised full
papers were carefully reviewed and selected from 179 submissions.
The papers deal with the following topics: new educational
environments, best practices and case studies of innovative
technology-based learning strategies, institutional policies on
computer-supported education including open and distance education.
Teaching and Learning at a Distance is written for introductory
distance education courses for preservice or in- service teachers,
and for training programs that discuss teaching distant learners or
managing distance education systems. This text provides readers
with the basic information needed to be knowledgeable distance
educators and leaders of distance education programs. The teacher
or trainer who uses this book will be able to distinguish between
appropriate uses of distance education. In this text we take the
following themes. The first theme is the definition of distance
education. Before we started writing the first edition of Teaching
and Learning at a Distance we carefully reviewed the literature to
determine the definition that would be at the foundation of our
writing. This definition is based on the work of Desmond Keegan,
but is unique to this book. This definition of distance education
has been adopted by the Association for Educational Communications
and Technology and by the Encyclopedia Britannica. The second theme
of the book was the importance of research to the development of
the contents of the book. The best practices presented in Teaching
and Learning at a Distance are validated by scientific evidence.
Certainly there are "rules of thumb", but we have always attempted
to only include recommendations that can be supported by research.
The third theme of Teaching and Learning at a Distance is derived
from Richard Clark's famous quote published in the Review of
Educational Research that states that media are mere vehicles that
do not directly influence achievement. Clark's controversial work
is discussed in the book, but is also fundamental to the book's
advocacy for distance education - in other words, we authors did
not make the claim that education delivered at a distance was
inherently better than other ways people learn. Distance delivered
instruction is not a "magical" approach that makes learners achieve
more. The fourth theme of the book is equivalency theory. Here we
presented the concept that instruction should be provided to
learners that is equivalent rather than identical to what might be
delivered in a traditional environment. Equivalency theory helps
the instructional designer approach the development of instruction
for each learner without attempting to duplicate what happens in a
face to face classroom. The final theme for Teaching and Learning
at a Distance is the idea that the book should be comprehensive -
that it should cover as much of the various ways instruction is
made available to distant learners as is possible. It should be a
single source of information about the field.
Teaching and Learning at a Distance is written for introductory
distance education courses for preservice or in- service teachers,
and for training programs that discuss teaching distant learners or
managing distance education systems. This text provides readers
with the basic information needed to be knowledgeable distance
educators and leaders of distance education programs. The teacher
or trainer who uses this book will be able to distinguish between
appropriate uses of distance education. In this text we take the
following themes. The first theme is the definition of distance
education. Before we started writing the first edition of Teaching
and Learning at a Distance we carefully reviewed the literature to
determine the definition that would be at the foundation of our
writing. This definition is based on the work of Desmond Keegan,
but is unique to this book. This definition of distance education
has been adopted by the Association for Educational Communications
and Technology and by the Encyclopedia Britannica. The second theme
of the book was the importance of research to the development of
the contents of the book. The best practices presented in Teaching
and Learning at a Distance are validated by scientific evidence.
Certainly there are "rules of thumb", but we have always attempted
to only include recommendations that can be supported by research.
The third theme of Teaching and Learning at a Distance is derived
from Richard Clark's famous quote published in the Review of
Educational Research that states that media are mere vehicles that
do not directly influence achievement. Clark's controversial work
is discussed in the book, but is also fundamental to the book's
advocacy for distance education - in other words, we authors did
not make the claim that education delivered at a distance was
inherently better than other ways people learn. Distance delivered
instruction is not a "magical" approach that makes learners achieve
more. The fourth theme of the book is equivalency theory. Here we
presented the concept that instruction should be provided to
learners that is equivalent rather than identical to what might be
delivered in a traditional environment. Equivalency theory helps
the instructional designer approach the development of instruction
for each learner without attempting to duplicate what happens in a
face to face classroom. The final theme for Teaching and Learning
at a Distance is the idea that the book should be comprehensive -
that it should cover as much of the various ways instruction is
made available to distant learners as is possible. It should be a
single source of information about the field.
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