jan elen (32 Ergebnisse)

Hardcover. Zustand: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

259 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

Paperback. Zustand: Used; Very Good. Dispatched, from the UK, within 48 hours of ordering. Though second-hand, the book is still in very good shape. Minimal signs of usage may include very minor creasing on the cover or on the spine.

Zustand: New. In.

Hardback, Francais, sous jacquette originale d'editeur, 16x24 cm., 550 pp. ISBN 9789058672117. Symbolae Facultatis Litterarum Lovaniensis - Series A : 28. Op de vooravond van zijn emeritaat kan Mark Debrock terugblikken op een rijk gevulde carriere. Hij is een van de grondleggers van de Vlaamse Romanistiek met fonetiek en toegepaste linguistiek als uitverkoren werkterrein. Tegelijk is hij de bezieler van een bijdetijdse en onderzoeksmatig onderbouwde lerarenopleiding. Verder heeft hij zich geprofileerd als een efficient beleidsman via functies als Groepsvoorzitter Humane Wetenschappen en Coordinator Onderwijsbeleid. Rode draad doorheen dit alles is ongetwijfeld zijn gedreven inzet voor het onderwijs in al zijn facetten. Dit is meteen de centrale invalshoek waarrond de bundel is samengesteld. Een eerste luik is gewijd aan taaldidactiek met bijdragen rond vaardigheidstraining, het gebruik van corpora en het uitwerken van pedagogische grammatica's en woordenboeken. Het tweede luik focust op onderzoek omtrent taalverwerving en taalonderwijs, op de vernieuwde lerarenopleiding, en op onderwijsbeleid en onderwijsinnovatie. De 27 bijdragen aan dit huldealbum zijn evenveel "tableaux vivants" van een onderwijsrealiteit in volle beweging. A la veille de son emeritat, Mark Debrock peut s'estimer heureux d'avoir parcouru une carriere aussi bien remplie. Il est l'un des fondateurs des etudes romanes en Flandre. La phonetique et la linguistique appliquee constituent ses domaines de predilection. Il est egalement l'inspirateur d'une agregation de l'enseignement secondaire et superieur sans cesse actualisee et ancree dans une solide base scientifique. Il s'est egalement profile comme un gestionnaire performant en assumant de multiples fonctions, notamment celle de Vice-Recteur, charge d'abord des Sciences Humaines et ensuite de l'Enseignement. Le fil rouge a travers toutes ces activites est son engagement pour tout ce qui touche de pres ou de loin a l'enseignement et a la formation (continue). Voila l'ancrage principal des differentes contributions a ce recueil. Un premier volet est consacre a la didactique des langues et comprend des contributions dans le domaine de l'acquisition des differentes habiletes langagieres, l'exploitation de corpus et l'elaboration de grammaires pedagogiques et de dictionnaires d'apprentissage. Le deuxieme volet porte sur les recherches concernant l'acquisition et l'enseignement des langues, la nouvelle agregation de l'enseignement secondaire et superieur, la politique de l'enseignement et l'innovation didactique. Les 27 contributions constituent autant de "tableaux vivants" d'un univers en pleine mouvance. 0 g.

Hardcover. Zustand: Brand New. 280 pages. 9.25x6.25x0.75 inches. In Stock.

Zustand: Acceptable. Item in acceptable condition! Textbooks may not include supplemental items i.e. CDs, access codes etc.

Paperback, English, original editor's jacket, 16x24 cm., xii-274 pp. ISBN 9789061867081. Studia Paedagogica : 8. The development of instructional design as a linking science and, more specifically, the formulation of theoretically sound, empirically valid, and applicable prescriptions may contribute to bridge the gap between theory and practice. In this study, a heuristic approach is proposed that conceptualizes the steps involved in prescriptive research. It is assumed that prescriptions are tight to learning or cognitive tasks, which represent instructional problems in a specific instructional setting. Furthermore, it is argued that prescriptions are to be embedded in an overarching framework. This framework determines the meaning of the prescriptions, restricts their applicability, and may guarantee their mutual compatibility. I.D.-models have been argued to offer such frameworks. The first step of the proposed approach, then, consists of the construction of an I.D.-model. In a second step, this model is elaborated in order to tune it to the learning or cognitive tasks for which prescriptions will be formulated. An analysis of both the available research embedded in the descriptive knowledge base and the specifications of the referent system, results in a number of problem detection- and prediction-rules. These rules provide indications on problems learners may encounter in their efforts to execute the selected task, or link learner characteristics and instructional interventions to learning outcomes. The last step consists of the validation of the prespecified rules in an ecological setting. This empirical validation may lead to prescriptions which applicability is restricted to the settings specified in the referent system. The approach above is followed as an exemplar of prescriptive I.D.-research. A definition of instructional design is provided and five structural components (descriptive knowledge base, referent system, design parameters, design procedures, and design/development processes) of I.D.-models are identified. An analysis of the influence of cognitive research outcomes on instructional design and the elaboration of the approach for prescriptive instructional design research (Chapter 1), precedes the construction of a cognitive oriented instructional design model (C.I.D.-model). The model is completed by outlining design/development processes and the features of some design procedures (Chapter 2). The model gets further elaborated by taking the referent system more fully into account and specifying the model toward a specific cognitive task: determining importance of information-elements in printed instructional materials (Chapter 3). Considering the outcomes of descriptive research about the influence of both learner and text characteristics on both learning from text and text comprehension, an empirical validation study is presented (Chapter 4). Arguing that descriptive research outcomes cannot be directly transformed into prescriptions, but can help to detect problems students eperience and may suggest possible solutions, problem detection- and prediction-rules are identified. Application of problem detection- and prediction-rules leads to the implementation of three types of interventions or support devices: printing important information bold, integrating important information elements in summaries, and restructuring the text. Results (Chapter 5) indicate that (1) overall, students determine importance by applying a 'safety'-strategy; (2) interventions do not lead to improved performance on determining importance or learning outcomes tests, and (3) content prior knowledge influences performance on learning outcomes tests. Overall, no valid prescriptions can be formulated. The overall non-significant results may be due to a variety of reasons. Retrospective interviews suggest that the results may be explained by the non-use or inappropriate function-attribution of instructional interventions by students. This study does not result in valid prescriptions. In addition, questions are to be raised about the C.I.D.-model and, more specifically, the selection of learner-related design parameters. However, these conclusions pertain only to the hypothesis-testing part of the study and do not consider contributions made with regard to the development of cognitive instructional design, and, more methodologically, the explorative aspects of this prescriptive study. 0 g.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book describes research outcomes on domain-specific serious games. The first part of the book focuses on the design and major characteristics of actual (mainly math-related) serious games. The second part of the book presents recent empirical studies on these games, exploring topics such as the effectiveness of serious games for learning and increasing motivation and the influence of learners' domain-specific and game competencies. The integration of serious games into the curriculum and subsequent performance and motivation outcomes are also presented.

Paperback. Zustand: Brand New. 288 pages. 9.25x6.26x0.59 inches. In Stock.

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Kartoniert / Broschiert. Zustand: New. Lieven Verschaffel is Professor at the faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Belgium.Erik De Corte is Emeritus Professor of the faculty of Psychology and Educational Scien.

Paperback. Zustand: Brand New. 1st edition. 224 pages. 9.13x6.34x0.59 inches. In Stock.

Taschenbuch. Zustand: Neu. Use of Representations in Reasoning and Problem Solving | Analysis and Improvement | Lieven Verschaffel (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2010 | Taylor & Francis | EAN 9780415556743 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 272 | Sprache: Englisch | Produktart: Bücher | This book describes research outcomes on domain-specific serious games. The first part of the book focuses on the design and major characteristics of actual (mainly math-related) serious games. The second part of the book presents recent empirical studies on these games, exploring topics such as the effectiveness of serious games for learning and increasing motivation and the influence of learners¿ domain-specific and game competencies. The integration of serious games into the curriculum and subsequent performance and motivation outcomes are also presented.

Zustand: New. In.

Hardcover. Zustand: Brand New. 221 pages. 9.25x6.25x0.75 inches. In Stock.

Zustand: New. In.

Taschenbuch. Zustand: Neu. Links Between Beliefs and Cognitive Flexibility | Lessons Learned | Jan Elen (u. a.) | Taschenbuch | viii | Englisch | 2014 | Springer | EAN 9789400796133 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - With the world and its structures becoming ever more complex, and the nature of future employment becoming ever more unpredictable, the notion of 'cognitive flexibility' has a high profile in educational and psychological debate. The contributions in this volume analyze the nature of cognitive flexibility, as well as the impact of different types of beliefs on cognitive flexibility. Making adequate decisions requires considering input from a variety of continuously evolving sources rather than adhering to predetermined procedures. Adopting a position in a debate necessitates the critical evaluation of different alternatives, while solving a problem entails selecting appropriate problem-solving strategies. Meanwhile, studying requires students to integrate a range of interventions, and treating a patient involves making a differential diagnosis. The common factor, cognitive flexibility, lies at the core of effective functioning in complex, domain-specific environments. Cognitive flexibility can be described as the disposition to consider diverse information elements while deciding on how to solve a problem or to execute a learning-related task in a variety of domains. The concept of 'disposition' implies that individuals will not always demonstrate cognitive flexibility even if they are in principle able to act in a cognitively flexible way. The notion does not require that alternatives are always deliberately considered, which is why this volume's tandem discussion of beliefs is key element of the discussion. Beliefs play a central role in cognitive flexibility and relate to what individuals consider to be important, valid and/or true. Of specific interest is the relationship between epistemological beliefs and cognitive flexibility, especially as a particular subset of epistemological beliefs seems to be a prerequisite to a cognitively flexible disposition.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - With the world and its structures becoming ever more complex, and the nature of future employment becoming ever more unpredictable, the notion of 'cognitive flexibility' has a high profile in educational and psychological debate. The contributions in this volume analyze the nature of cognitive flexibility, as well as the impact of different types of beliefs on cognitive flexibility. Making adequate decisions requires considering input from a variety of continuously evolving sources rather than adhering to predetermined procedures. Adopting a position in a debate necessitates the critical evaluation of different alternatives, while solving a problem entails selecting appropriate problem-solving strategies. Meanwhile, studying requires students to integrate a range of interventions, and treating a patient involves making a differential diagnosis. The common factor, cognitive flexibility, lies at the core of effective functioning in complex, domain-specific environments. Cognitive flexibility can be described as the disposition to consider diverse information elements while deciding on how to solve a problem or to execute a learning-related task in a variety of domains. The concept of 'disposition' implies that individuals will not always demonstrate cognitive flexibility even if they are in principle able to act in a cognitively flexible way. The notion does not require that alternatives are always deliberately considered, which is why this volume's tandem discussion of beliefs is key element of the discussion. Beliefs play a central role in cognitive flexibility and relate to what individuals consider to be important, valid and/or true. Of specific interest is the relationship between epistemological beliefs and cognitive flexibility, especially as a particular subset of epistemological beliefs seems to be a prerequisite to a cognitively flexible disposition.

hardcover. Zustand: Very Good. Cover and edges may have some wear.

Hardcover. Zustand: Brand New. 1st edition. 328 pages. 9.25x6.50x0.25 inches. In Stock.

Zustand: New. In.

Zustand: New. In English.

Zustand: New. In English.

Hardcover. Zustand: Brand New. 1st edition. 224 pages. 9.53x6.46x0.79 inches. In Stock.

Zustand: New. Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. This book explores: how we can theorise the relationship between processing internal and external representations. Editor(s): Verschaffel, Lieven; Corte, Erik de; Jong, Ton de; Elen, Jan. Series: New Perspectives on Learning and Instruction. Num Pages: 270 pages, 58 black & white illustrations, 19 black & white tables. BIC Classification: JMRN; JNC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 242 x 160 x 20. Weight in Grams: 560. . 2010. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

Taschenbuch. Zustand: Neu. Handbook of Research in Educational Communications and Technology | Learning Design | M. J. Bishop (u. a.) | Taschenbuch | xxvii | Englisch | 2021 | Springer | EAN 9783030361211 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The 5th edition of the prestigious AECT Handbook continues previous efforts to reach outside the traditional instructional design and technology community to the learning sciences and computer information systems communities toward developing a conceptualization of the field. However, given the pervasive and increasingly complex role technology now plays in education since the 1st edition of the Handbook in 1996, the editors have reorganized the research chapters in this edition to focus on the learning problems we are trying to solve with educational technologies, rather than to focus on the things we are using to solve those problems. Additionally, for the first time this edition of the Handbook reflects our field's growing understanding of the importance of design scholarship to inform practice by including design case chapters. These changes for this edition of the Handbook are intended to bring educational technology research into the broader framework of educational research by elaborating on the role instructional design and technology plays as a scholarly discipline in addressing education's increasingly complex issues.Provides comprehensive reviews of new developments in educational technology research and design practice.Includes concrete examples to guide future research and practice in the ways emerging technologies can be used to solve educational problems.Contains extensive references furnished to guide readers to the most recent research and design practice in the field of instructional design and technology.