E-Learning Systems, Environments and Approaches : (Record no. 1049229)

001 - CONTROL NUMBER
control field EBC1998605
006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS
additional material characteristics m o d |
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr cnu||||||||
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 200419s2015 xx o ||||0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9783319058252
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Cancelled/invalid ISBN 9783319058245
035 ## - SYSTEM CONTROL NUMBER
System control number (MiAaPQ)EBC1998605
035 ## - SYSTEM CONTROL NUMBER
System control number (Au-PeEL)EBL1998605
035 ## - SYSTEM CONTROL NUMBER
System control number (CaPaEBR)ebr11033014
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)904959417
040 ## - CATALOGING SOURCE
Original cataloging agency MiAaPQ
Language of cataloging eng
Description conventions rda
-- pn
Transcribing agency MiAaPQ
Modifying agency MiAaPQ
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number L1-991
082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.3344678
090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (OCLC)
Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) L1-991
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Isaias, Pedro.
245 10 - TITLE STATEMENT
Title E-Learning Systems, Environments and Approaches :
Remainder of title Theory and Implementation.
250 ## - EDITION STATEMENT
Edition statement 1st ed.
264 #1 -
-- Cham :
-- Springer,
-- 2015.
264 #4 -
-- ©2015.
300 ## - PHYSICAL DESCRIPTION
Extent 1 online resource (334 pages)
336 ## - Content
Term text
Code txt
Content rdacontent
337 ## - Media
Term computer
Code c
Media rdamedia
338 ## - Carrier
Term online resource
Code cr
Carrier rdacarrier
490 0# - SERIES STATEMENT
Series statement eBooks on Demand
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Acknowledgements -- Contents -- Contributors -- Chapter-1 -- E-Learning Systems, Environments and Approaches: Theory and Implementation -- 1.1 E-Learning Systems, Environments and Approaches: Theory and Implementation-An Overview -- References -- Part I -- Exploratory Learning Technologies -- Chapter-2 -- Measuring Problem Solving Skills in Portal 2 -- 2.1 Literature Review -- 2.1.1 Problem-Solving Ability -- 2.1.2 Materials -- 2.1.3 Game-Based Stealth Assessment -- 2.2 Method -- 2.2.1 Participants -- 2.2.2 Procedures -- 2.2.3 Assessment in Portal 2 -- 2.2.4 External Outcome Measures -- 2.3 Results -- 2.4 Discussion -- References -- Chapter-3 -- iPads in Inclusive Classrooms: Ecologies of Learning -- 3.1 Introduction -- 3.2 iPads in Education -- 3.3 Arguing for an Ecology of Learning with iPads -- 3.4 iPads and School Development -- 3.5 Tablets in the Classroom-Middletown School -- 3.5.1 Classroom Resources and iPad Usage-Socio-Material Bricolage -- 3.5.2 Bricolage in the Ecology of Learning Resources -- 3.5.3 Whiteboard to iPad: Small Screen to Big Screen Relationships -- 3.6 Conclusions -- References -- Chapter-4 -- Supporting the Strengths and Activity of Children with Autism Spectrum Disorders in a Technology-Enhanced Learning Environment -- 4.1 Introduction -- 4.2 Strength-Based Technology-Enhanced Learning Environment -- 4.3 Method -- 4.3.1 Settings -- 4.3.2 Data Collection and Analysis -- 4.4 Results -- 4.5 Conclusions -- References -- Chapter-5 -- Learning with the Simpleshow -- 5.1 Introduction -- 5.2 The Simpleshow -- 5.3 Empirical Investigation -- 5.3.1 Pilot Study -- 5.3.2 School Study -- 5.3.2.1 Study "Parliamentary Election" -- 5.3.2.2 Study "Fall of the Berlin Wall" -- 5.3.3 Teachers' Perspectives -- 5.3.4 Discussion -- 5.4 Conclusion -- References -- Part II -- E-Learning Social Web Design -- Chapter-6.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note Live, Laugh and Love to Learn Turning Learning from Traditional to Transformational -- 6.1 Towards Authentic and Creative Learning Environments -- 6.2 Dimensions of twentieth Century Teaching -- 6.3 From Traditional to Transformational Learning -- 6.3.1 At the Heart of the Knowledge Acquisition -- 6.4 The Contextual-Pedagogical Learning Process -- 6.4.1 Assessment -- 6.5 Conclusion -- References -- Chapter-7 -- The Configuration Process of a Community of Practice in the Collective Text Editor -- 7.1 Introduction -- 7.2 Community of Practice -- 7.3 The Collective Text Editor-CTE -- 7.4 The Choice of the Collective Text Editor -- 7.5 Final Thoughts -- References -- Chapter-8 -- Using an Ontological and Rule-Based Approach for Contextual Semantic Annotations in Online Communities -- 8.1 Introduction -- 8.2 Background and Related Work -- 8.2.1 Knowledge Capitalization -- 8.2.2 Related Work -- 8.3 A New Approach -- 8.3.1 Knowledge Capitalization Process -- 8.3.2 Contextual Annotation Model -- 8.3.2.1 Resource -- 8.3.2.2 Annotation -- 8.3.2.3 Context -- 8.3.2.4 Controlled Vocabulary -- 8.3.3 Context Reasoning -- 8.3.3.1 Ontological Reasoning -- 8.3.3.2 Rule-Based Reasoning -- 8.3.4 Context-Aware Architecture for CoPEAnnot -- 8.4 Implementation -- 8.5 Evaluation -- 8.6 Conclusion -- References -- Chapter-9 -- Recognizing and Analyzing Emotional Expressions in Movements -- 9.1 Introduction -- 9.2 Review of Systems For the Recognition of Emotions -- 9.3 Identification of Human Body Movements -- 9.4 A Vector Model of the Skeleton -- 9.5 Formalization of Human Movements -- 9.6 Evaluation of Similarity Between the Identified and Etalon Movements -- 9.7 Definition Contours of Human Hands -- 9.8 Use For Teaching Children With Hearing Disabilities -- 9.9 Conclusion -- References -- Chapter-10.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note Student-Driven Classroom Technologies: Transmedia Navigation and Tranformative Communications -- 10.1 Introduction -- 10.2 Conceptual Rationale -- 10.2.1 A Design-Based Research and Methodology -- 10.2.2 Transformative Communications -- 10.2.3 Learning Technologies in Education -- 10.2.4 Classroom Activities: Transmedia and Learning -- 10.3 Student Attitudes Towards Learning With Technology -- 10.4 Study Participants -- 10.5 Findings -- 10.6 Discussion and Conclusions -- References -- Part III -- Learner Communities Through E-Learning Im plementations -- Chapter-11 -- ICT Support for Collaborative Learning-A Tale of Two Cities -- 11.1 Introduction -- 11.2 ICT and e-learning, Opportunities for Higher Education -- 11.2.1 Educational Viewpoint -- 11.2.2 Management Viewpoint -- 11.2.3 Barriers and Preferences -- 11.2.4 Opportunities -- 11.2.5 Designing a Flexible Electronic Learning Environment -- 11.3 The Course Domain: Service Design -- 11.4 The Context: Two Cities -- 11.4.1 A Pilot Electronic Learning Environment -- 11.4.2 Providing Structure-A Concept Map -- 11.4.3 Organizing the Course for Different Locations -- 11.5 The Current Version of the Elecronic Learning Environment -- 11.5.1 Global Approach -- 11.5.2 The Actual Design -- 11.5.3 Adaptation to Each Individual Class is Needed -- 11.5.4 Student Opinions on the ELE -- 11.6 Conclusion -- References -- Chapter-12 -- The Investigation of Pre-Service Teachers' Concerns About Web 2.0 Technologies in Education -- 12.1 Introduction -- 12.2 Web 2.0 Technologies and Pre-Service Teacher Concern -- 12.3 Methodology -- 12.3.1 Participants -- 12.3.2 Data Collection -- 12.3.3 Data Analysis -- 12.4 Results -- 12.5 Discussion -- 12.6 Conclusion -- References -- Chapter-13 -- Teacher Training Using Interactive Technologies: Performance and Assessment in Second Life and Simschool -- 13.1 Introduction.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note 13.2 Conceptual Rationale -- 13.3 Simulated Learning Environments -- 13.3.1 Classroom Management in Second Life -- 13.3.2 Constructing Knowledge in Second Life -- 13.3.3 Scenario Enactments -- 13.3.4 Student Intern Responses -- 13.4 Virtual Pedagogical Practice in Simschool -- 13.4.1 Computational Representations of Teaching and Learning -- 13.4.2 Indications from simSchool Research -- 13.5 Similarities and Differences -- 13.5.1 Similarities -- 13.5.2 Differences -- 13.6 Discussion -- 13.6.1 Implementation Issues -- 13.6.2 Assessment Challenges and Opportunities -- 13.6.2.1 Assessment Considerations for Role-Playing Models -- 13.6.2.2 Assessment Considerations for Computational Models -- 13.7 Summary and Conclusions -- References -- Chapter-14 -- A Study on Improving Information Processing Abilities Based on PBL -- 14.1 Introduction -- 14.2 Background Theory -- 14.2.1 Information Processing Abilities -- 14.2.2 Examination of the Literature -- 14.3 Study Method -- 14.3.1 Participants and Period of the Study -- 14.3.2 Assessment Method -- 14.3.3 Design of the Study -- 14.3.4 Apply PBL Process for Information Processing Abilities -- 14.4 Research Results -- 14.4.1 Research on the Actual Condition of Information Processing Ability Before Applying PBL -- 14.4.2 Comparing Information Processing Abilities After Applying PBL. -- 14.5 Conclusion -- References -- Part IV -- Collaborative and Student-Centered E-Learning Design -- Chapter-15 -- Constructivism vs Constructionism: Implications for Minecraft and Classroom Implementation -- 15.1 Introduction -- 15.2 Minecraft -- 15.2.1 Constructionism in the Context of Minecraft -- 15.2.2 Piaget's Constructivist Theory of Cognitive Development -- 15.2.3 Papert's Constructionism -- 15.3 Research Methods -- 15.4 Results and Discussion -- 15.4.1 The Next New Thing -- 15.4.2 A Thousand Tiny Cuts -- 15.5 Conclusion.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note References -- Chapter-16 -- Student-Centered, e-Learning Design \in a University Classroom -- 16.1 Introduction -- 16.2 Review of Literature -- 16.2.1 Contemporary Instructional Challenges -- 16.2.2 Instructional Engagement -- 16.2.3 Rethinking Technology's Role -- 16.2.4 Instructional Innovation -- 16.3 Methods -- 16.3.1 Rationale -- 16.3.2 Course Redesign Training -- 16.3.3 Redesign Components -- 16.4 Results -- 16.4.1 Data -- 16.4.2 Practical Application -- 16.4.3 Limitations -- 16.5 Conclusion -- References -- Chapter-17 -- Some Psychometric and Design Implications of Game-Based Learning Analytics -- 17.1 Introduction -- 17.2 Context and Log Files -- 17.3 Tools and Methods -- 17.3.1 Symbolic Regression -- 17.3.2 Counts -- 17.3.3 Rule Discovery with Machine Learning -- 17.3.4 Network Analysis -- 17.3.5 Cluster Analysis -- 17.4 Explanatory Constructs and Reflections -- 17.5 Psychometric Implications from the Analyses -- 17.6 Implications for Design of Virtual Performance Assessments -- 17.7 Conclusion -- References -- Chapter-18 -- Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students -- 18.1 Introduction -- 18.2 Methods -- 18.3 Results -- 18.4 Discussion -- 18.4.1 Analysis of the Results of the Pre Questionnaire -- 18.4.2 Analysis of the Results of the Post Questionnaire and Comparison From the Lecturer's Perspective -- 18.4.3 Analysis of the Results of the Post Questionnaire and Comparison From the Students' Perspective -- 18.4.4 Evaluation of the Questionnaire -- 18.4.5 Future Work -- 18.5 Conclusions -- References -- Chapter-19 -- Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources -- 19.1 Introduction -- 19.2 Assignment Types -- 19.2.1 Paper Summaries -- 19.2.2 Wikibooks -- 19.2.3 Podcast Transcript Writing -- 19.2.4 Creation of Mnemonics for a Wiki.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note 19.2.5 Online Flash Cards.
588 ## -
-- Description based on publisher supplied metadata and other sources.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Computer-assisted instruction.
9 (RLIN) 13257
655 #4 - INDEX TERM--GENRE/FORM
Genre/form data or focus term Electronic books.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Spector, J. Michael.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Ifenthaler, Dirk.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Sampson, Demetrios G.
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Print version:
Main entry heading Isaias, Pedro
Title E-Learning Systems, Environments and Approaches : Theory and Implementation
Place, publisher, and date of publication Cham : Springer,c2015
International Standard Book Number 9783319058245
797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN)
Corporate name or jurisdiction name as entry element ProQuest (Firm)
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1998605">https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1998605</a>
Link text Click here to view this ebook.
901 ## - LOCAL DATA ELEMENT A, LDA (RLIN)
Platform EBC
901 ## - LOCAL DATA ELEMENT A, LDA (RLIN)
Platform EBL
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Electronic Book
Source of classification or shelving scheme
Holdings
Withdrawn status Lost item Source of classification or shelving scheme Damaged status Not for loan Permanent Location Current Location Shelving location Date acquired Full call number Barcode Date last seen Uniform Resource Identifier Price effective from Koha item type
          UT Tyler Online UT Tyler Online Online 2020-01-08 L1-991 EBC1998605 2020-01-08 https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1998605 2020-01-08 Electronic Book