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  • 1
    Online Resource
    Online Resource
    Using network and mobile technology to bridge formal and informal learning (2013)
    Oxford, UK : Chandos Pub.
    Details
    ISBN: 9781780633626 , 1780633629
    Language: English
    Pages: 1 online resource (1 v.) , ill.
    Series Statement: Chandos information professional series
    Series Statement: Chandos Publishing social media series
    Parallel Title: Erscheint auch als
    Keywords: Computer-assisted instruction ; Educational technology ; Electronic books ; local ; Electronic books
    Abstract: An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by 'pedagogy 2.0') of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers' professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education. Includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT) Provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning Gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways
    Note: Includes bibliographical references and index. - Description based on print version record
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Networked collaborative learning : social interaction and active learning (2010)
    Oxford, UK : Chandos Pub.
    Details
    ISBN: 9781843345015 , 1843345013 , 9781780631646 , 1780631642
    Language: English
    Pages: 1 online resource (1 v.) , ill.
    Series Statement: Chandos internet series
    Parallel Title: Erscheint auch als
    Keywords: Internet in higher education ; Telecommunication in higher education ; Computer-assisted instruction ; Active learning ; Electronic books ; Electronic books ; local
    Abstract: The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author's direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainability Provides an instructional design model for NC Describes an original approach to the evaluation of collaborative learning processes
    Note: Includes bibliographical references and index. - Description based on print version record
    URL: https://learning.oreilly.com/library/view/-/9781843345022/?ar
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Book
    Book
    Networked collaborative learning : social interaction and active learning (2010)
    Oxford :Chandos,
    Details
    ISBN: 978-1-84334-501-5
    Language: English
    Pages: XVII, 166 S. : , graph. Darst.
    Edition: 1. publ.
    DDC: 378.1734
    RVK:
    AL 40450
    Keywords: Computerunterstützter Unterricht. ; Computerunterstützter Unterricht
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    Book
    KOBV
  • 4
    Online Resource
    Online Resource
    Technology and knowledge flow : the power of networks (2011)
    Oxford, UK : Chandos Pub.
    Details
    ISBN: 9781780632674 , 1780632673
    Language: English
    Pages: 1 Online-Ressource (xxiv, 172 p.)
    Series Statement: Chandos information professional series
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 302.2
    RVK:
    MS 6950
    RVK:
    CW 5000
    RVK:
    QP 345
    Keywords: PSYCHOLOGY / Social Psychology ; Knowledge management ; Information technology ; Information networks ; Wissensmanagement ; Informationstechnik ; Wissensrepräsentation ; Informationslogistik ; Electronic books ; Aufsatzsammlung ; Informationslogistik ; Informationstechnik ; Wissensmanagement ; Wissensrepräsentation
    Note: Paralleltitel: Technology and knowledge flows , Includes bibliographical references and index , This book outlines how network technology can support, foster and enhance the Knowledge Management, Sharing and Development (KMSD) processes in professional environments through the activation of both formal and informal knowledge flows. Understanding how ICT can be made available to such flows in the knowledge society is a factor that cannot be disregarded and is confirmed by the increasing interest of companies in new forms of software-mediated social interaction. The latter factor is in relation both to the possibility of accelerating internal communication and problem solving processes, and/or in relation to dynamics of endogenous knowledge growth of human resources. The book will focus specifically on knowledge flow (KF) processes occurring within networked communities of professionals (NCP) and the associated virtual community environments (VCE) that foster horizontal dynamics in the management, sharing and development of fresh knowledge. Along this line a further key issue will concern the analysis and evaluation techniques of the impact of Network Technology use on both community KF and NCP performance. The proposal of a taxonomy of Network Technology uses to support formal and informal knowledge flowsAnalyses how Web 2.0 and Web 3.0 technology is deeply modifying the dynamics connected to KF and KMDiscusses dynamics underlying horizontal KF sharing processes within NCP.
    URL: Volltext
    URL: https://learning.oreilly.com/library/view/-/9781843346463/?ar
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    Online Resource
    BVB
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Classi ibride e inclusione socio-educativa : il progetto TRIS (2018)
    Milan : FrancoAngeli
    Details
    Language: Italian
    Pages: 1 Online-Ressource
    Series Statement: Traiettorie inclusive - Open Access
    Keywords: Education
    Abstract: Serious illness prevents many students from attending school on a regular basis and can lead to long-term absence from the classroom. The consequent isolation impedes socialization and educational exchange between homebound students and their schoolmates, as well as interaction with their teachers. Moreover, these students face serious difficulties when they eventually manage to return to school. All these factors slow down homebound students’ learning progress and weaken their sense of belonging to their peer group. In response to these issues, Italy’s Ministry of Education (MIUR), National Research Council (CNR), and the TIM Foundation set up a project in 2013 named TRIS (Networked Technologies and Socio-educational Inclusion). The main aim of the project is to develop a flexible and scalable intervention model for integrating homebound leaners. This is based on active and engaging learning approaches and is designed for application to a wide variety of long–term absence situations. The main pillar of the project is the so-called “Inclusive Hybrid Classroom”, a special blending of physical and digital learning spaces. By facilitating direct engagement in class activities, irrespective of the students’ actual location, this kind of classroom heightens the sense for everyone that the homebound student is actively present in the classroom
    Note: Italian
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Classi ibride e inclusione socio-educativa : il progetto TRIS (2018)
    Milan : FrancoAngeli
    Details
    Language: Italian
    Pages: 1 Online-Ressource
    Series Statement: Traiettorie inclusive - Open Access 4
    Keywords: Education
    Abstract: Serious illness prevents many students from attending school on a regular basis and can lead to long-term absence from the classroom. The consequent isolation impedes socialization and educational exchange between homebound students and their schoolmates, as well as interaction with their teachers. Moreover, these students face serious difficulties when they eventually manage to return to school. All these factors slow down homebound students’ learning progress and weaken their sense of belonging to their peer group. In response to these issues, Italy’s Ministry of Education (MIUR), National Research Council (CNR), and the TIM Foundation set up a project in 2013 named TRIS (Networked Technologies and Socio-educational Inclusion). The main aim of the project is to develop a flexible and scalable intervention model for integrating homebound leaners. This is based on active and engaging learning approaches and is designed for application to a wide variety of long–term absence situations. The main pillar of the project is the so-called “Inclusive Hybrid Classroom”, a special blending of physical and digital learning spaces. By facilitating direct engagement in class activities, irrespective of the students’ actual location, this kind of classroom heightens the sense for everyone that the homebound student is actively present in the classroom
    Note: Italian
    URL: OAPEN Library: download the publication
    URL: OAPEN Library: description of the publication
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    Imparare ad apprendere senza soluzione di continuità negli spazi ibridi (2023)
    Milan : FrancoAngeli
    Details
    Language: Undetermined
    Pages: 1 Online-Ressource (148 p.)
    Series Statement: Processi e Linguaggi dell’Apprendimento
    Keywords: Adult education, continuous learning ; Study & learning skills: general ; Open learning, home learning, distance education
    Abstract: If it is true that no one is able to predict the future scenarios in which new generations will need to move, it is also true that we can at least try to hypothesise how to 'equip' them to undertake the great journey towards and through those scenarios. The hypothesis proposed in this volume is that the 'backpack' of the 'traveller towards possible futures' cannot be without two essential tools: firstly, the ability to self-direct and self-regulate one's own continuous learning, enabling and enhancing it with the aid of increasingly advanced technologies; and secondly, knowing how to grasp the peculiarities of the new interaction spaces that are coming into being thanks to those technologies. What can the world of education do in this regard, from this day forward? Certainly not limit itself to dispensing knowledge but rather devote the appropriate amount of time to training students in the mental habit of constantly relocating their learning process in the scenarios and situations that can arise in everyday life on a personal, professional and social level: scenarios and situations that will increasingly develop in so-called hybrid spaces, produced by the intermingling of real and digital spaces and in which formal, non-formal and informal learning processes also tend to merge naturally. This volume discusses hybrid spaces and in particular their capacity to offer an ideal context for seamless learning, i.e. a seamless learning process that goes beyond the traditional patterns of formal education and helps students to become protagonists of their own future
    Note: Italian
    URL: kostenfrei
    URL: kostenfrei
    URL: kostenfrei
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    Online Resource
    MPI Ethno. Forsch.
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