Educational equipment and technology, computer-aided learning (CAL) Books
Springer Verlag, Singapore Open and Distance Education in Asia, Africa and the Middle East: National Perspectives in a Digital Age
Book SynopsisThis book is open access under a CC BY 4.0 license.This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea. It describes how open and distance education is evolving in a digital age to reflect the needs and circumstances of the national higher education systems in these countries. It also explores the similarities and differences between how their open and distance higher education systems are managed and structured. This book is the second in a series, following Open and Distance Education in Australia, Europe and the Americas (Springer 2018). Both books compare and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era characterized by the growing use of online, open and distance education, this book will prove particularly valuable for policy-makers and senior administrators who want to learn about establishing or expanding open and distance education services. In addition, it offers a valuable reference guide for researchers, academics and students interested in understanding the different approaches to open and distance education.Table of Contents1 Introduction.- 2 China.- 3 China: Commentary.- 4 India.- 5 India: Commentary.- 6 Russia.- 7 Russia: Commentary.- 8 South Africa.- 9 Commentary on Open and Distance Education in South Africa.- 10 South Korea.- 11 Commentary on Open and Distance Education in South Korea.- 12 Turkey.- 13 Commentary on Open and Dsitance Education in Turkey.- 14 The Current State of Open and Distance Education.
£17.09
Springer Verlag, Singapore eLearning for Quality Teaching in Higher Education: Teachers’ Perception, Practice, and Interventions
Book SynopsisThis book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers’ perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers’ perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers’ perception of quality teaching in Italy, the UK and China – an aspect that is rarely addressed in the literature – and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.Table of ContentsIntroduction.- Literature Review.- Exploration on University Teachers’ Perception of Quality Teaching and Quality Teaching Practice.- Exploration on Computer-Supported Collaborative Learning in Large Class Teaching.- Implementation of Computer-Supported Collaborative Learning for Quality Teaching in Large Classes.- Evaluation and Ethical Considerations.-Conclusion.- Development and Initial Evaluation of Designing Effective Collaboration among Students (DECAS).- References.- Appendices.
£80.99
Springer Verlag, Singapore Proceedings TEEM 2022 Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality
Book SynopsisThis TEEM 2022 Conference (International Conference on Technological Ecosystems for Enhancing Multiculturality)Proceedings reflects the most outstanding advances, with a multidisciplinary perspective, in the technological ecosystems that support the Knowledge Society building and development. With itslearning technology-based focus using a transversal approach, TEEM is divided into thematic and highly cohesive tracks, each of which is oriented to a specific community of interest, including researchers, professionals and students. Informatics and Education are the central issues in the conference tracks, including broad-scope research areas, such as Educational Assessment and Orientation, Human-Computer Interaction, eLearning, Computers in Education, Communication Media and Education, Medicine and Education, Learning Analytics, Engineering Education, Robotics in Education, Diversity in Education, Gamification and Games for Learning.
£125.99
Independently Published Step by Step Guide to Solar Simulation Software
Book Synopsis
£10.30
Austin Macauley Publishers LLC Seven Brief Lessons on Computing
a huge range and FREE tracked UK delivery on ALL orders.
£17.09
John Wiley & Sons Data Literacy for Educators Making It Count in Teacher Preparation and Practice Technology EducationConnections TEC Series Education
a huge range and FREE tracked UK delivery on ALL orders.
£57.60
John Wiley & Sons Bringing the Neuroscience of Learning to Online
Book SynopsisShows teachers how to use digital tools to differentiate learning, employ alternative options to standardized testing, personalize learning, prioritize social-emotional skills, and inspire students to think more critically. The author identifies some gems in quality teaching that are amplified in online contexts.Table of Contents Contents (Tentative) Foreword Preface Who Should Read This Book How to Use This Book Acknowledgments Introduction The Move Never a Better Time to Be An Educator Technology and Mind, Brain, and Education 1. Teaching Online Using Mind, Brain, and Education Science The New First Steps in Teachers’ Professional Development Online Design Using Mind, Brain, and Education Teaching Conditions and Pedagogies for Great Learning 2. Connecting Online and Face-to-Face Learning Goals to Neuroscience Mastery Learning Deeper Learning Metacognitive Awareness Growth Mindsets Dare To Err Optimal Performance Relevant Curriculum Differentiation and Student Autonomy Social Contagion Strong Learning Community Personalization Communication 3. The Plan: Choices, the Brain, and Backwards Design Worked Examples Understanding By Design Activities and Resources An All-You-Can-Eat Buffet of Digital Technology: Choose Wisely 4. Time: Synchronous and Asynchronous Possibilities Time for School: The Academic Calendar Time for Learning: Synchronous vs. Asynchronous Activities Time for Asynchronous and Synchronous Learning Time for Communication Time for Evaluation 5. Instructional Design: Twelve Steps to a Great Online Course Guidelines from State, National and International Standards The 12-Step Process Pros and Cons of this Instructional Design 6. The Celebration: Enjoy Our New Online Home There’s Never Been a Better Time to Be An Educator References Index About the Author
£27.54
Harvard Educational Publishing Group Transformative Teachers: Teacher Leadership and Learning in a Connected World
Book SynopsisTransformative Teachers offers an insightful look at the growing movement of civic-minded educators who are using twenty-first-century participatory practices and connected technologies to organize change from the ground up. Kira J. Baker-Doyle highlights the collaborative, grassroots tactics that activist teachers are implementing to transform their profession and pursue greater social justice and equity in education.The author provides a framework and practical suggestions for charting the path to transformative teacher leadership as well as suggestions for how others, including administrators and outside organizations, can support them. In addition, the book profiles fifteen transformative teachers who are changing the face of education, features three case studies of organizational allies (Edcamps, the Philadelphia Education Fund, and the Connected Learning Alliance), and includes insights from a wide range of educational leaders.A guide to the norms and practices of innovative educators, Transformative Teachers offers a clear and compelling vision of the potential for grassroots change in education.
£28.86
Maarten Van Steen Distributed Systems
£31.35
John Wiley & Sons Inc From the Campfire to the Holodeck
Book SynopsisHow to optimize educational spaces, both physical and virtual, for more effective learning The design of classroom spaces is one of the overlooked issues in education. Poorly designed physical environments can impede learning, while well-designed spaces can enhance it.Table of ContentsForeword Prakash Nair vii About the Author xiii Acknowledgments xv Introduction xvii 1 The Problem with Traditional Classrooms 1 2 Campfires 11 3 Watering Holes 17 4 Caves 23 5 Life 31 6 The Challenge of Technology 37 7 Technological Campfires 51 8 Technological Watering Holes 65 9 Technological Caves 77 10 Technological Life Spaces 85 11 Learning on the Holodeck 105 Notes 127 Index 133
£21.25
John Wiley & Sons Data Literacy for Educators Making It Count in
Book SynopsisDescribes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula.
£26.59
AU Press Open Data Structures: An Introduction
Book SynopsisOffered as an introduction to the field of data structures andalgorithms, Open Data Structures covers the implementation andanalysis of data structures for sequences (lists), queues, priorityqueues, unordered dictionaries, ordered dictionaries, and graphs.Focusing on a mathematically rigorous approach that is fast, practical,and efficient, Morin clearly and briskly presents instruction alongwith source code. Analyzed and implemented in Java, the data structures presented inthe book include stacks, queues, deques, and lists implemented asarrays and linked-lists; space-efficient implementations of lists; skiplists; hash tables and hash codes; binary search trees includingtreaps, scapegoat trees, and red-black trees; integer searchingstructures including binary tries, x-fast tries, and y-fast tries;heaps, including implicit binary heaps and randomized meldable heaps;and graphs, including adjacency matrix and adjacency listrepresentations; and B-trees. A modern treatment of an essential computer science topic, OpenData Structures is a measured balance between classical topics andstate-of-the art structures that will serve the needs of allundergraduate students or self-directed learners.Table of ContentsAcknowledgments- xi Why This Book?- xiii 1. Introduction- 1 1.1 The Need for Efficiency- 2 1.2 Interfaces- 4 1.3 Mathematical Background- 9 1.4 The Model of Computation- 18 1.5 Correctness, Time Complexity, and Space Complexity- 19 1.6 Code Samples- 22 1.7 List of Data Structures- 22 1.8 Discussion and Exercises- 26 2. Array-Based Lists- 29 2.1 ArrayStack: Fast Stack Operations Using an Array- 30 2.2 FastArrayStack: An Optimized ArrayStack- 35 2.3 ArrayQueue: An Array-Based Queue- 36 2.4 ArrayDeque: Fast Deque Operations Using an Array- 40 2.5 DualArrayDeque: Building a Deque from Two Stacks- 43 2.6 RootishArrayStack: A Space-Efficient Array Stack- 49 2.7 Discussion and Exercises- 59 3. Linked Lists- 63 3.1 SLList: A Singly-Linked List- 63 3.2 DLList: A Doubly-Linked List- 67 3.3 SEList: A Space-Efficient Linked List- 71 3.4 Discussion and Exercises- 82 4. Skiplists- 87 4.1 The Basic Structure- 87 4.2 SkiplistSSet: An Efficient Sset- 90 4.3 SkiplistList: An Efficient Random-Access List- 93 4.4 Analysis of Skiplists- 98 4.5 Discussion and Exercises- 102 5. Hash Tables- 107 5.1 ChainedHashTable: Hashing with Chaining- 107 5.2 LinearHashTable: Linear Probing- 114 5.3 Hash Codes- 122 5.4 Discussion and Exercises- 128 6. Binary Trees- 133 6.1 BinaryTree: A Basic Binary Tree- 135 6.2 BinarySearchTree: An Unbalanced Binary Search Tree- 140 6.3 Discussion and Exercises- 147 7. Random Binary Search Trees- 153 7.1 Random Binary Search Trees- 153 7.2 Treap: A Randomized Binary Search Tree- 159 7.3 Discussion and Exercises- 168 8. Scapegoat Trees- 173 8.1 ScapegoatTree: A Binary Search Tree with Partial Rebuilding-173 8.2 Discussion and Exercises- 181 9. Red-Black Trees- 185 9.1 2-4 Trees- 186 9.2 RedBlackTree: A Simulated 2-4 Tree- 190 9.3 Summary- 205 9.4 Discussion and Exercises- 206 10. Heaps- 211 10.1 BinaryHeap: An Implicit Binary Tree- 211 10.2 MeldableHeap: A Randomized Meldable Heap- 217 10.3 Discussion and Exercises- 222 11. Sorting Algorithms- 225 11.1 Comparison-Based Sorting- 226 11.2 Counting Sort and Radix Sort- 238 11.3 Discussion and Exercises- 243 12. Graphs- 247 12.1 AdjacencyMatrix: Representing a Graph by a Matrix- 249 12.2 AdjacencyLists: A Graph as a Collection of Lists- 252 12.3 Graph Traversal- 256 12.4 Discussion and Exercises- 261 13. Data Structures for Integers- 265 13.1 BinaryTrie: A digital search tree- 266 13.2 XFastTrie: Searching in Doubly-Logarithmic Time- 272 13.3 YFastTrie: A Doubly-Logarithmic Time SSet- 275 13.4 Discussion and Exercises- 280 14. External Memory Searching- 283 14.1 The Block Store- 285 14.2 B-Trees- 285 14.3 Discussion and Exercises- 304 Bibliography- 309 Index- 317
£25.19
Edward Elgar Publishing Generative AI in Higher Education
Book Synopsis
£80.75
John Wiley & Sons Inc The Gamification of Learning and Instruction
Book SynopsisLearning professionals are finding success applying game-based sensibilities to the development of instruction. This is the first book to show how to design online instruction that leverages the best elements of online games to increase learning, retention, and application.Table of ContentsList of Figures and Tables xii Contents on the Web xv Foreword by Kevin Kruse xvii Preface xxi Acknowledgments xxvii About the Author xxix Contributors xxxi Chapter 1 What Is Gamification? 1 Chapter Questions 1 Introduction 2 Gamification in Action 2 What Is a Game? 6 What Is Gamification? 9 What Gamification Is Not 12 Gamification Versus Serious Games 15 Growth of Gamification 18 Who Is Using Gamification 19 Implications and Importance to the Future of Learning 22 Key Takeaways 23 Chapter 2 It’s in the Game: Understanding Game Elements 25 Chapter Questions 25 Introduction 26 Abstractions of Concepts and Reality 26 Goals 28 Rules 29 Conflict, Competition, or Cooperation 31 Time 32 Reward Structures 33 Feedback 35 Levels 37 Storytelling 41 Curve of Interest 45 Aesthetics 46 Replay or Do Over 48 Implications and Importance to the Future of Learning 49 Key Takeaways 50 Chapter 3 Theories Behind Gamification of Learning and Instruction 51 Chapter Questions 51 Introduction 51 Motivation 52 The Taxonomy of Intrinsic Motivation 58 Self-Determination Theory 63 Distributed Practice 65 Scaffolding 66 Episodic Memory 67 Cognitive Apprenticeship 69 Social Learning Theory 70 Flow 71 Key Takeaways 74 Chapter 4 Research Says Games Are Effective for Learning 75 Chapter Questions 75 Introduction 76 Game Research 76 Randel’s Meta-Analysis 77 Wolfe’s Meta-Analysis 80 Hays’ Meta-Analysis 80 Vogel’s Meta-Analysis 82 Ke’s Qualitative Meta-Analysis 83 Sitzmann’s Meta-Analysis 85 Elements of Games 88 Key Takeaways 101 Chapter 5 Leveling Up: What Gamification Can Do 105 Chapter Questions 105 Introduction 106 Improving Surgeon Hand-Eye Coordination 106 Solving Problems 108 Teaching Higher Order Skills 110 Thinking the Unthinkable 112 Thinking Like Your Opponent 113 Engaging Learners in a Live Classroom 115 Helping People Lose Weight 116 Making Physical Therapy More Enjoyable 119 Influencing Pro-Social Behavior 119 Testing Knowledge and Performance 123 Good for Young and Old 125 Key Takeaways 126 Chapter 6 Achiever or Killer? Player Types and Game Patterns 127 Chapter Questions 127 Introduction 128 Types of Play 128 Player Skill Levels 131 Bartle’s Player Types 132 Caillois’ Patterns of Play 137 Game Interactions 141 Key Takeaways 142 Chapter 7 Applying Gamification to Problem Solving 143 Chapter Questions 143 Introduction 144 Differences Between Novices and Experts 145 Turning Novices into Experts 147 Preparing Firefighters 158 Gamification of Problem Solving 161 Key Takeaways 164 Chapter 8 Applying Gamifi cation to Learning Domains 165 Chapter Questions 165 Introduction 166 Declarative Knowledge 167 Conceptual Knowledge 171 Rules-Based Knowledge 177 Procedural Knowledge 181 Soft Skills 185 Affective Domain 185 Psychomotor Domain 187 Key Takeaways 190 Chapter 9 Managing the Gamifi cation Design Process 193 Chapter Questions 193 Introduction 194 Development Process: ADDIE vs. Scrum 195 Team 202 Design Document 205 Paper Prototyping 216 Key Takeaways 217 Chapter 10 Congratulations! Selecting the Right In-Game Achievements, by Lucas Blair 219 Chapter Questions 219 Introduction 220 Measurement vs. Completion Achievements 220 Boring vs. Interesting Tasks 222 Achievement Difficulty 223 Goal Orientation 224 Expected vs. Unexpected Achievements 225 When Achievement Notification Occurs 227 Achievement Permanence 228 Who Can See Earned Achievements? 229 Negative Achievements 230 Achievements as Currency 231 Incremental and Meta Achievements 232 Competitive Achievements 233 Non-Competitive Cooperative Achievements 235 Key Takeaways 236 Chapter 11 Perspective of a Gamer, by Nathan Kapp 239 Chapter Questions 239 Introduction 240 Gamer Generation 240 Mario Kart: Thinking Outside the Box 240 Madden Football: Analyzing Problems 241 RuneScape: The Art of the Deal 243 Civilization Revolution: Balancing Resources 244 Games vs. School 245 Key Takeaways 246 Chapter 12 Casual Game Site: DAU Case Study, by Alicia Sanchez 247 Chapter Questions 247 Introduction 248 Games and Simulations in the Curriculum 248 DAU Casual Games Initiative 249 Games Portal 254 Key Takeaways 255 Chapter 13 Alternate Reality Games for Corporate Learning, by Koreen Olbrish 257 Chapter Questions 257 Introduction 258 Zombie Apocalypse 258 What Is an ARG? 259 ARG Terminology 260 Design Principles for ARGs 261 Potential of ARGs 263 Key Takeaways 264 Chapter 14 If You Want to Learn More, Play Games 265 Chapter Questions 265 Introduction 266 Pick a Card, Any Card—A Game of Phones 266 Survival Master 271 The Virtue of Gamification 274 Next Steps 275 Key Takeaways 276 Glossary 277 Notes 285 Index 297
£56.70
MIT Press Ltd The Abundant University
Book Synopsis
£32.00
Open University Press PUPIL AS SCIENTIST
Book SynopsisThe Pupil as Scientist intends to give teachers and student teachers a better understanding of the thinking of young adolescent pupils in science lessons and to indicate the difficulties such pupils have in understanding the more abstract or formal ideas with which they are presented. It is practical in its orientation as the issues discussed are illustrated with examples drawn from dialogue and observations made in science classes.One of Rosalind Driver's main themes is that science teachers must recognise more fully and act upon the preconceptions and alternative frameworks which pupils bring to their study of science.Despite is practical orientation, the book addresses some fundamental questions arguing for a reappraisal of science teaching in secondary schools in the light of developments in cognitive psychology and philosophy of science.This is an accessible, authoritative and very helpful book for all concerned with the teaching of science in the secondaryTable of ContentsThe fallacy of induction in science teaching; learning to observe; making meanings; children's beliefs and classroom learning; invention and imagination; learning science and theories of cognitive development; logic and intuition in children's thinking; from theory to practice; appendix.
£28.49
Open University Press How to Thrive as a Coach in a Digital World
Book SynopsisTechnology offers coaches new horizons and a chance to connect with clients with new techniques. This book addresses these opportunities as well as the dilemmas and difficult questions that are part of the new landscape. What will happen when a big coaching platform is hacked? Will coaches ever be replaced by robots? Or perhaps, when will coaches be replaced by robots? As digital tools become increasingly enmeshed in our world, it is essential for coaches to use technology wisely, to build rapport and operate effectively. With the support of this book, coaches can use technology to enhance their practice and feel confident when working with clients. By breaking coaching technology down to its foundational principles, this book equips coaches to enrich their practice by proactively identifying its benefits, while protecting themselves and their clients from its threats. A coach reading this book will:âUnearth the truth behind the glossy veneer of technoTable of ContentsAbbreviationsAcknowledgementsIntroduction: The rise of the robot coach? (14 minute read)PART 1: CONTEXT SETTING1 The story so far (23 minute read)2 Back to basics (24 minute read)3 Undeniable opportunities (28 minute read)4 Inevitable risks (36 minute read)5 Ethical quandaries (25 minute read)PART 2: THE COACHING TECHNOLOGY LANDSCAPE6 Breakdown of the coaching lifecycle (15 minute read)7 Administration and productivity (25 minute read)8 Coaching management and oversight (34 minute read)9 Data gathering and analytics (31 minute read)10 Coaching conversations (42 minute read)11 Robot coaches (37 minute read)PART 3: THE FUTURE12 A bleak future (15 minute read)13 A bright future (26 minute read)14 A likely future (14 minute read)15 A clarion call to action (15 minute read)16 Conclusion: The rise of the human coach (11 minute read)GlossaryBibliography
£20.89
McGill-Queen's University Press The Turtle Hypodermic of Sickenpods
Book SynopsisDavid Solway's The Turtle Hypodermic of Sickenpods is an eye-opening polemic against technology in the classroom and pedagogical theory as furthered by current administrative policy. He dissects the way computers have affected the learning process and students' ability to understand material presented to them in books.Trade Review"David Solway is a genius. He has things to say of the utmost significance. The Turtle Hypodermic of Sickenpods is a highly important and timely work that tackles the subject of computers and their impact on the learning process. These are wise, bold words whose sentiments desperately need to be heard and disseminated" W.J. Keith, emeritus, professor of English, University College, University of Toronto
£77.25
Cambridge University Press Design and Development of Training Games
Book SynopsisThe multidisciplinary nature of learning-games development is key to successful projects. In this book, field leaders in serious games and professionals in entertainment games share practical guidelines and lessons from their own experiences researching and developing learning games. This volume includes: The key elements of design and development that require particular attention from multiple disciplines to ensure success An overview of successful models and methods, and the trade-offs made throughout the process, to guide development Cohesive, multidisciplinary views of the issues that arise and of the techniques applied in order to produce effective learning games grounded in specific experiences, community consensus, and analysis of successful learning games that have already been released The stories behind the games, to illustrate how final design and development decisions were reached. Aimed at professionals and academics interested in developing and researching learning gaTable of ContentsIntroduction Talib S. Hussain and Susan L. Coleman; 1. Learning-game disciplines: their methods, strengths, and challenges Talib S. Hussain, Ellen Menaker, John Lee and Wallace Feurzeig; 2. Communication for stronger learning-game design Susan L. Coleman, Ellen Menaker, Jennifer McNamara and Tristan E. Johnson; 3. Instructional and gaming elements: what are they and where do they intersect? Katelyn Procci and Clint Bowers; 4. Story for learning and gaming Caroline Masse, Kelly Pounds, Eric Church, Robert Waters and Vance Souders; 5. Authenticity in learning games Michael Anthony, Erin Heiser and Terry Chandler; 6. Design better games!: Flow, motivation and fun Curtiss Murphy, Dustin Chertoff, Michael Guerrero and Kerry Moffitt; 7. Bridging the gap from design to implementation Talib S. Hussain and John Ostwald; 8. Integrating games into learning environments Jo MacDonald, Perry McDowell, Daniel Siegel and Jesús R. De Leon; 9. Multidisciplinary learning-game development method Talib S. Hussain; 10. Game review criteria Susan L. Coleman and Talib S. Hussain; 11. Game review: VESSEL Damage Control Trainer Alicia Sanchez; 12. Development methods: VESSEL Damage Control Trainer Talib S. Hussain; 13. Game review: Quest Atlantis Jesús R. De Leon and Janine McGrath; 14. Development methods: Quest Atlantis Jesús R. De Leon and Janine McGrath; 15. Game review: Computer Based Corpsman Training System Susan L. Coleman; 16. Development methods: Computer Based Corpsman Training System Howard Mall; 17. Game review: Virtual Dental Implant Trainer Dustin Chertoff; 18. Development methods: Virtual Dental Implant Trainer Robert E. Waters, Jennifer McNamara, Ed Fletcher and Isaac Jeppsen; 19. Game review: DARWARS Ambush! Howard Mall; 20. Development methods: DARWARS Ambush! Bruce Roberts and David Diller; 21. Game review: Procurement Fraud Indicator minigame Michael Freeman and Vance Souders; 22. Development methods: Procurement Fraud Indicator minigame Alicia Sanchez and Dustin Clingman; 23. Game review: Practice Marketing Krista Langkamer Ratwani and Kara L. Orvis; 24. Development methods: Practice Marketing David Martz and Tyler Vogel.
£63.64
Createspace Independent Publishing Platform Whatsapp Mastery for Grandpas: A Comprehensive Yet Simple Guide To Using Whatsapp
£20.96
Nova Science Publishers Inc Artificial Intelligence Engineering for
Book SynopsisWe present conceptual foundations for artificial intelligence, expert systems, and knowledge engineering and management and discuss high quality in education. Following, we discuss the basics of our vision and prospective about higher education (HE): the battle for the future with digital transformation (DT). Next, we present our central Chapter 4 on DT: our dual model of knowledge and data, as befits a HE institution. Below, we present a succinct outline of our architectural model. The pillars of the architecture are funding, research, entrepreneurship and social projection (Chapter 8); recognizing from the start that knowledge has its ethos in the university; these pillars correspond to: Productive ecosystem of the DT DT that enhances knowledge and innovation in the universities for the habilitation of the digital capabilities A new economy that requires the U transformation as social projection. New DT human talent required by the new knowledge and intelligence industry. The student hyper-personalization by competences and skills is required. Ten Views of Our DT Model, given its complex process that takes place in long ways, a process required for the successful survival of an organization into the IV Industrial Revolution, with the final purpose of being very competitive, productive and of high quality (HQ). The DT views, namely: 1-The DT Ecosystem. 2-The structural vision or the pillars of the DT mentioned. 3-The DT strategic map, showing scenarios, actors and vision-mission. 4-The architectural components for DT: 8 architectures were developed and implemented, applying some intelligent constructs that we have developed and documented in the last 10 years at FESSANJOSE (U. San José), leading DT in postsecondary education (PSEd). 5-Digital 360° architecture of DT Academy and Administration LOCUS: this architecture is the digital portfolio that implies the organization of the subsystems to obtain better and/or new functionalities based on knowledge to obtain an intelligent behavior. The DT multilayer-architecture approach is a system of systems (SoS) one, which ensures compliance with government policies, norms and standards, in a highly complex social institution with digital assets; this approach describes the subsystems at a higher level, where a system is composed, and with the protocols by which the subsystems communicate. It provides a 360° business vision map and a planning framework for commercial and technological changes. 6-The computational-mathematical perspective of DT, identifying endogenous and exogenous variables and their interrelations. 7-The synthesis, the Matrix of End-Means (EMM) that summarizes in DT: Where the HE is. In addition, where can the HE go? 8-The MIR Matrix, which describes DT Objectives, impacts-indicators and results. 9-The dynamic model of the DT system, based on computational intelligence, representing the system information control of all the components to achieve the completion of the DT. The intelligent management information system (iMIS) for PSEd, shows the dynamics of DT, integrating several multilevel system hybrid architectures, as a space to respond to the solution of the HE problems, tending to the desired competitiveness, specifically pointing out the way that these modern technologies can be included for their adaptation and evolution in PSEd in post-modernity, making governability, and teaching and student productivity compatible with educational high quality, the purpose of DT. The interface Results of the iMIS includes: high quality metrics, digitization rate progress, indicators (an special appendix on KPI were included) and values of management, desertion, answers, and plans. The Input Interface includes data, information and knowledge acquisition, where the attributes, parameters.Table of ContentsList of FiguresList of TablesIntroduction: Digital Transformation Inside UniversitiesBasic and Conceptual Aspects for Digital TransformationThe Battle for the FuturePostsecondary Education Digital TransformationPortfolio AnalyticsSelf-Evaluation and High Quality Education AnalyticsIntelligent Architecture of Position Audit of Digital Transformation USANJOSE-Arch-Level-DTDigitalization of the Social Projection and Relationship with the External SectorConclusionAppendixReferencesAbout the AuthorsIndex.
£138.39
Nova Science Publishers Inc New Educational Technology
Book SynopsisEducational technology is a creative blending of ''idea'' and ''product'' technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. ''Product'' technologies are tangible; for example, computer hardware or software. ''Idea'' technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using ''educational technology''. The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology.
£149.99
Nova Science Publishers Inc Easy, Enjoyable, Effective E-Learning
Book SynopsisThis book illustrates an "Easy", "Enjoyable", "Effective" e-Learning system called "Apty" (Automated Practice & Test System). Today, the Internet is just as available in homes as it is in companies, schools and anywhere else where broad-band communication lines are available. This establishes the social environments for e-Learning. However, under present circumstances, e-Learning systems cannot be used without conditions. The spread of e-Learning in elementary schools, junior high schools, senior high schools, colleges and universities is not wide enough. There are a number of issues with current e-learning systems: there are difficulties in installing and administering e-Learning systems; the development of courseware is time-consuming; educators are often forced to use ready-made products; student-users need to perform several operations to reach their desired page of interest because of the complexity of current e-Learning systems; and finally, quality e-Learning systems are costly. This book is divided into three parts: Introduction, Advanced, and Expert. The introduction part explains the general functions of the Apty system. Although the Advanced and Expert parts may require background information in certain cases, nearly all functions of the Apty system can be utilised according to the instructions outlined in this book. The Apty system is "enjoyable". Students can enjoy studying with the Apty system. The system randomly chooses questions from the pool of those previously created and stored. Each time students log in, they can practice a few new questions in a short time. In practice drills and examinations that consist of a series of short quizzes, those top ten scores appear in a subject home page, and anyone can view these scores without logging in. Since the top ten practice scores can be summarised for each week or even for each day, it is possible for anyone to get the top score. The order of the top ten scores changes very often. This can encourage students to study hard by competing with each other.
£67.99
Nova Science Publishers Inc Cloud 9: Learning in the Information Age
Book SynopsisEducation is the harbinger of change; technological learning in the Information Age is at the cusp of that change, bringing new technologies, enhanced interfaces, dialogue, mobile learning and networked resources that shape content, sharing and distribution of information. These aspects influence the people and society of the "climate century". The Information Age follows the production of data in previously unheard quantities. In the early days of widespread computer usage, we had a plethora of theories with only a paucity of data. Now, the data we produce is so large that it requires new analytics and new patterns of interpretative meaning. New methods of storage and analysis are needed in order to quantify big data.'' But we live in uncertain times, in which even the climatelike financial markets is more volatile than it was in the pre-industrial second millennium, making technological adaptation ever more critical. This technological adaptation needs to occur in conjunction with an attitude which fosters a caring curiosity'' for the biosphere which sustains us. Education is about gaining qualifications, but it is also about intrinsically dispelling uncertainty in the quest for knowledge and techniques to enhance the experience of life and living. Cloud 9: Learning in the Information Age explores some of the methods and learning techniques and technologies that help us to do this.
£209.59
Nova Science Publishers Inc Mobile Learning: Trends, Attitudes &
Book Synopsis
£195.19
Elluminet Press Essential Windows 10: 1st Anniversary Edition
Book Synopsis
£13.45
Monash University Publishing How the Computer went to School: Australian
Book Synopsis
£24.29
Dave Burgess Consulting The Esports Education Playbook: Empowering Every
Book Synopsis
£17.06
Transcript Verlag Digital Teaching and Learning in Higher
Book SynopsisDigital collaboration has been established in higher education for many years. But when the Covid-19 pandemic struck, digital learning and virtual mobility became of utmost importance for higher education. In the international project "Digital and International Virtual Academic Cooperation" (DIVA), scholars from Israel, Australia, and Germany focused on intercultural learning and online collaboration. Based on their findings, they show how digital arrangements can be used in higher education, how digital teaching can be theorized, and what potential can be gained for post-pandemic teaching.
£34.39
Anmol Publications Pvt Ltd Mass Media and Methods of Education
Book Synopsis
£28.12
Anmol Publications Pvt Ltd Media and Learning
Book Synopsis
£29.99
Saurabh Publishing House Educational Development and Technology
Book SynopsisESD promotes new ways of learning to foster sustainable personal integrity and social change. Principles include awareness, voluntary action, collective responsibility, and partnership. UNESCO suggests a fifth pillar: learning to transform oneself and society.
£18.74
Saurabh Publishing House Educational Development and Technology
Book SynopsisThe Brahmanic Age evolved Vedic education into shakha, charana, and parishad, leading to Ashramas and monasteries. It also produced Sutra literature and six Indian philosophical systems. K.R. Thakur, a Delhi lecturer, has significant experience in education and has contributed to research papers and magazines.
£7.49
Oxford University Press, USA Learning by Playing
Book SynopsisThere is a growing recognition in the learning sciences that video games can no longer be seen as impediments to education, but rather, they can be developed to enhance learning. Educational and developmental psychologists, education researchers, media psychologists, and cognitive psychologists are now joining game designers and developers in seeking out new ways to use video game play in the classroom. In Learning by Playing, a diverse group of contributors provide perspectives on the most current thinking concerning the ramifications of leisure video game play for academic classroom learning. The first section of the text provides foundational understanding of the cognitive skills and content knowledge that children and adolescents acquire and refine during video game play. The second section explores game features that captivate and promote skills development among game players. The subsequent sections discuss children and adolescents'' learning in the context of different types of Table of ContentsPart I. Introduction and Overview ; Chapter 1. Academic Lessons from Video Game Learning ; Fran C. Blumberg, Debby Almonte, Yishai Barkhardori, & Andrew Leno ; Part II. Theoretical and Cognitive Perspectives: How Should We Think About Learning in Video Games? ; Chapter 2. Virtual to Real Life: Assessing Transfer of Learning from Video Games ; Susan M. Barnett ; Chapter 3. The Perceptual and Cognitive Effects of Action Video Game Experience ; C. Shawn Green ; Chapter 4. Relations between Video Gaming and Children's Executive Functioning ; John R. Best ; Chapter 5. Developing Scientific Thinking in the Context of Video Games: Where to Next? ; Corinne Zimmerman ; Chapter 6. Do Video Games Provide Motivation to Learn? ; Akane Zusho, Jared S. Anthony, Naoko Hashimoto, and Gerard Robertson ; Chapter 7. What We Know About How Experts Attain Their Superior Performance: ; Implications for the Use of Video Games and Game Training in Schools ; K. Anders Ericsson, Jong Sung Yoon, and Walter R. Boot ; Chapter 8. Media Effects, Communication, and Complexity Science Insights on Game Learning ; John L. Sherry ; Chapter 9. The General Learning Model: Unveiling the Teaching Potential of Video Games ; Douglas A. Gentile, Chris Groves, and J. Ronald Gentile ; Part III. Game Design Perspectives: How Should We Design Educational Video Games? ; Chapter 10. Toward a Playful and Usable Education ; Celia Hodent ; Chapter 11. Educational Video Games: Two Tools for Research and Development ; Matthew Gaydos ; Chapter 12. Formative Research for Game Design ; James Bachhuber ; Chapter 13. Transfer of Learning from Video Game Play to the Classroom ; Debra A. Lieberman, Erica Biely, Chan L.Thai, and Susana Peinado ; Part IV. Learning in practice: How Should We Study Learning in Video Games For Transfer To Academic Tasks? ; Chapter 14. Cross-Platform Learning: How Do Children Learn from Multiple Media? ; Shalom M. Fisch, Richard Lesh, Elizabeth Motoki, Sandra Crespo, and Vincent Melfi ; Chapter 15. Electronic Game Changers for the Obesity Crisis ; Sandra L. Calvert, Bradley J. Bond, and Amanda E. Staiano ; Chapter 16. Tug-of-War: Seeking Help while Playing an Educational Card Game ; Osvaldo Jimenez, Ugochi Acholonu, and Dylan Arena ; Chapter 17. Scientific Inquiry in Digital Games ; Jodi Asbell-Clarke and Elizabeth Rowe ; Chapter 18. Computer Games and Education: A Multi-Dimensional Relationship ; Keith Roe and Anne Dickmeis ; Chapter 19. Video Games, Motivation, and Learning ; Michael A. Evans, Brett D. Jones, and Jennifer Biedler ; Chapter 20. John B. Black, Saadia A. Khan, Shih-Chieh Doug Huang ; Chapter 21. Evaluating the Specificity of Effects of Video-game Training ; Kasey L. Powers and Patricia J. Brooks ; Part V. Conclusion ; Chapter 22. Games in a Digital Age: Supporting a New Ecology of Learning ; Michael E. Levine, Lori Takeuchi, and Sarah E. Vaala
£100.00
Palgrave Macmillan Rewired Understanding the iGeneration and the Way They Learn
Book SynopsisHow does the new, charged-up, multitasking generation respond to traditional textbooks and lectures? Are we effectively reaching today's technologically advanced youth? Rewired is the first book to help educators and parentsteach to this new generation's radically different learning styles and needs. Table of ContentsWhy Tweens and Teens Hate School Welcome to the iGeneration An Explosion of WMDs - Wireless Mobile Devices Multitasking Madness Real Life or Screen Life? Tapping into a Very Creative Generation of Students Media Literacy Among 21st Century Kids Concerns, Worries, and Barriers Conclusion
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MIT Press Ltd Connected Gaming
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Springer Games Purpose and Potential in Education
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iUniverse End of Ignorance
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iUniverse A One Thousand Dollar Web Challenge Short Papers on the Use of Technology in Education
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