Integrated Holistic Perspectives Learning (25 results)

hardcover. Condition: Very Good. 2000th Edition. Used - Very Good.

Condition: New. In.

Condition: New. In.

Condition: New. pp. 300.

Condition: New. pp. 296.

Condition: New. Suggests a need to rethink foundational issues in educational philosophy and learning technology. This book features two themes - connecting these papers is the need to address learning in the large - from a holistic perspective; and concerns the need to take learners where and as they are, integrating technology into effective learning places. Editor(s): Spector, J. Michael; Anderson, Theresa M. Num Pages: 296 pages, biography. BIC Classification: JNV. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 17. Weight in Grams: 597. . 2000. Hardback. . . . .

Paperback. Condition: Brand New. 300 pages. 9.75x6.25x0.67 inches. In Stock.

Taschenbuch. Condition: Neu. Integrated and Holistic Perspectives on Learning, Instruction and Technology | Understanding Complexity | T. M. Anderson (u. a.) | Taschenbuch | xxviii | Englisch | 2010 | Springer | EAN 9789048156122 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Condition: New. Suggests a need to rethink foundational issues in educational philosophy and learning technology. This book features two themes - connecting these papers is the need to address learning in the large - from a holistic perspective; and concerns the need to take learners where and as they are, integrating technology into effective learning places. Editor(s): Spector, J. Michael; Anderson, Theresa M. Num Pages: 296 pages, biography. BIC Classification: JNV. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 17. Weight in Grams: 597. . 2000. Hardback. . . . . Books ship from the US and Ireland.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.

Hardcover. Condition: Like New. Like New. book.

Paperback. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Condition: new. Questo è un articolo print on demand.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues. 300 pp. Englisch.

Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues. 300 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation in.

Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation in.

Condition: New. Print on Demand pp. 300 Illus.

Condition: New. Print on Demand pp. 296 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Condition: New. PRINT ON DEMAND pp. 300.

Condition: New. PRINT ON DEMAND pp. 296.

Buch. Condition: Neu. Integrated and Holistic Perspectives on Learning, Instruction and Technology | Understanding Complexity | T. M. Anderson (u. a.) | Buch | xxviii | Englisch | 2000 | Springer Netherland | EAN 9780792367055 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.

Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 300 pp. Englisch.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 300 pp. Englisch.