Computer technologies are forever evolving and it is vital that computer science educators find new methods of teaching programming in order to maintain the rapid changes occurring in the field. One of the ways to increase student engagement and retention is by integrating games into the curriculum. Gamification-Based E-Learning Strategies for Computer Programming Education evaluates the different approaches and issues faced in integrating games into computer education settings. Featuring emergent trends on the application of gaming to pedagogical strategies and technological tactics, as well as new methodologies and approaches being utilized in computer programming courses, this book is an essential reference source for practitioners, researchers, computer science teachers, and students pursuing computer science.
Featuring emergent trends on the application of gaming to pedagogical strategies and technological tactics, as well as new methodologies and approaches being utilized in computer programming courses, this book is an essential reference ...
In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning. The authors present new perspectives on the subject by exploring the way teaching and learning are changing with the presence of the Internet and participatory media; providing a theoretical grounding in new learning practices from education, communication and information science; addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources; and emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally. This book is for everyone involved in e-learning including teachers, educators, graduate students and researchers.
This research study explored e-learning design practices that support emergence (just-in-time, connected networks) when finding, creating and sharing digital knowledge. Using a conceptual framework that modeled use of the technologies and emergent practices under investigation, this study used Web 2.0 tools in exploring effective practice. A social network analysis (SNA) of the Blogosphere community was done in phase 1 to locate globally trusted experts regarding e-learning and networked knowledge. Collective inquiry between these bloggers was then used in phase 2 to create new understanding of digital, shared knowledge environments. Participants explored ideas and best practices via open-ended electronic survey questions, which were then summarized and confirmed via a collective Wiki. Summary tag clouds were produced on each question to help the researcher and participants better visualize consensus in the responses. A qualitative summary of findings indicated the importance of support for trust, social software, independent and just-in-time discovery, and connected networks of learners. The study concluded that the how to of connection, shared knowledge, and collaboration will become radically richer and more innovative with the adoption of Web 2.0 tools and technologies. The challenge will be in making shared knowledge tools and practices better understood, incorporated and supported throughout the organization. This study proposes the need for a new design practice of shared knowledge architecture that offers a more integrated and dynamic learning environment, embedded in the information worker's daily workflow.
This research study explored e-learning design practices that support emergence (just-in-time, connected networks) when finding, creating and sharing digital knowledge.
E-ffective Writing for E-Learning Environments integrates research and practice in user-centered design and learning design for instructors in post-secondary institutions and learning organizations who are developing e-learning resources. The book is intended as a development guide for experts in areas other than instructional or educational technology (in other words, experts in cognate areas such as Biology or English or Nursing) rather than as a learning design textbook. The organization of the book reflects the development process for a resource, course, or program from planning and development through formative evaluation, and identifies trends and issues that faculty or developers might encounter along the way. The account of the process of one faculty member's course development journey illustrates the suggested design guidelines. The accompanying practice guide provides additional information, examples, learning activities, and tools to supplement the text.
The book is intended as a development guide for experts in areas other than instructional or educational technology (in other words, experts in cognate areas such as Biology or English or Nursing) rather than as a learning design textbook.
Global Perspectives on E-Learning: Rhetoric and Reality presents several cases of international online education and the rhetoric that surrounds this form of teaching and learning. Editor Alison A. Carr-Chellman examines the impact of online distance education throughout the world in an effort to understand more deeply the merits of such initiatives. Written from a critical perspective, the book sheds light on some of the problems faced by international distance educators. It particularly focuses on who benefits, and who does not, by the advance of international e-learning and how we can respond to the needs of the disenfranchised. This book is intended to supplement what has to this point been largely a positive, how-to literature in distance education. It offers a balanced perspective on the problems and possibilities of distance education worldwide.
This book is intended to supplement what has to this point been largely a positive, how-to literature in distance education. It offers a balanced perspective on the problems and possibilities of distance education worldwide.
E-ffective Writing for E-Learning Environments integrates research and practice in user-centered design and learning design for instructors in post-secondary institutions and learning organizations who are developing e-learning resources. The book is intended as a development guide for experts in areas other than instructional or educational technology (in other words, experts in cognate areas such as Biology or English or Nursing) rather than as a learning design textbook. The organization of the book reflects the development process for a resource, course, or program – from planning and development through formative evaluation, and identifies trends and issues that faculty or developers might encounter along the way. The account of the process of one faculty member's course development journey illustrates the suggested design guidelines. The accompanying practice guide provides additional information, examples, learning activities, and tools to supplement the text.
The book is intended as a development guide for experts in areas other than instructional or educational technology (in other words, experts in cognate areas such as Biology or English or Nursing) rather than as a learning design textbook.
Educators looking for proven methods to introduce brain-compatible instruction into K–12 classrooms will find invaluable assistance in this easy-to-read, engaging resource. The author helps teachers understand how the brain, mind, and body function in the learning process, demonstrates methods to reinforce students' memory and concentration, and illustrates ways to enhance learners' outcomes across a broad range of skills. This flexible guide converts the latest findings on brain research into fun and effective techniques for reducing behavioral distractions in class, improving academic performance, and strengthening teachers' instructional skills. Within a holistic brain-based teaching model, this practical book offers: • 40 brain-friendly tools for improving learning and test results • A brain-based review feature that helps readers evaluate and modify the tools to meet students' needs • Stimulating quotes and motivational proverbs for inspiration • Stories, songs, poems, and anecdotes woven throughout the text This guide is ideal for empowering students and helping them take ownership of their learning.
Within a holistic brain-based teaching model, this practical book offers: • 40 brain-friendly tools for improving learning and test results • A brain-based review feature that helps readers evaluate and modify the tools to meet students ...
"The anthology produced by the experts of the Institute of Oriental Studies (IOS) of the Academy of Sciences and foreign experts, Marco Di Bella (Italy) and Antonio Mirabile (Italy), contains materials that provide a description of the manuscript collection at the IOS of the Academy of Sciences representing more than 26,000 manuscripts and 39,000 lithographs in Arabic script. It highlights the history of the Institute's manuscript collection and provides an analysis of the subject matter. The work also covers the art of book writing and the activities of representatives from various schools of calligraphy and ornamental art such as miniature illustrations on the collection's manuscripts and specific features of their bindings. Furthermore, it investigates the development of paper production and describes the different paper types used in the manuscripts. This anthology contains a proposal for the conservation and examination of the condition of the manuscript collection of the Institute."--Verso of title page.
2668), written by Ahmadi Han Daud. The doctrine of “Abrogation” (“Nasikh wa-l-
mansukh”) is a special concept in the Muslim exegesis, i.e. about the parts (ayats
) in the Koran. According to theologians, there are “abrogating” or “repealing” ...
