Paul prinsloo (20 Ergebnisse)

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Taschenbuch. Zustand: Neu. Neuware.

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Hardcover. Zustand: LikeNew. Hardcover. 9" x 6". xx, 399, [1] pp. Publisher's blue and photographicboards, no DJ as issued. Fine. ISBN 9789004422971.

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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This open access edited volume explores the evolving relationship between artificial intelligence (AI) and mathematics education, offering a comprehensive, multidisciplinary examination of how AI technologies are transforming curriculum design, student learning outcomes, assessment methods, and pedagogical practices across diverse educational contexts. In light of the rapid development and adoption of AI in educational institutions, this book addresses critical questions, shares global perspectives, and provides practical guidance on the future of mathematics instruction. Each chapter-whether theoretical, empirical, or practice-based-offers a distinct perspective on AI's impact on pedagogy, equity, inclusion, and ethics, four critical dimensions of contemporary education. Bringing together educators, researchers, and technologists from regions including India, Latin America, the United States, and Europe, this book examines both the opportunities and challenges of integrating AI into mathematics education, and serves as a valuable resource for educators, researchers, and policymakers worldwide.…

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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book explores and further expands on the rich history of theoretical and empirical research in open and distributed learning, and addresses the impact of the 'data revolution' and the emergence of learning analytics on this increasingly diverse form of educational delivery. Following an introductory chapter that maps the book's conceptual rationale, the book discusses the potential, challenges and practices of learning analytics in various open and distributed contexts. A concluding chapter briefly summarises the chapters before providing a tentative future research agenda for learning analytics in open and distributed environments.…

Zustand: New. &Uumlber den AutorDianne Conrad, PhD, is an adult, online and distance educator who continues to write and teach in retirement. She has published extensively and serves on many editorial boards. She recently co-authored Assess.

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Taschenbuch. Zustand: Neu. Learning Analytics in Open and Distributed Learning | Potential and Challenges | Paul Prinsloo (u. a.) | Taschenbuch | SpringerBriefs in Education | viii | Englisch | 2022 | Springer | EAN 9789811907852 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Taschenbuch. Zustand: Neu. Neuware - There is no shortage of scholarly research that reflects the growing importance of open education, whether referring to issues surrounding access to education (formal, informal or postformal); different copyright licencing regimes (e.g. Creative Commons); alternative forms of educational delivery such as Massive Open Online Courses (MOOCs), or alternative pathways to learning, curriculum development and delivery and/or assessing and accrediting learning. So what can another publication add to our understanding of open education It has become clear that thinking in terms of the binaries of 'open' versus 'closed' can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map 'open' as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid. This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors. …

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | This book explores and further expands on the rich history of theoretical and empirical research in open and distributed learning, and addresses the impact of the ¿data revolution¿ and the emergence of learning analytics on this increasingly diverse form of educational delivery. Following an introductory chapter that maps the book¿s conceptual rationale, the book discusses the potential, challenges and practices of learning analytics in various open and distributed contexts. A concluding chapter briefly summarises the chapters before providing a tentative future research agenda for learning analytics in open and distributed environments.…

Softcover. Zustand: Very Good. First Edition. Afrikaans and English text. shelf wear on the wraps. some usage markings. soundly bound. [SK]. Our orders are shipped using tracked courier delivery services.

Zustand: As New. Unread book in perfect condition.

Zustand: New. &Uumlber den AutorDianne Conrad, PhD, is an adult, online and distance educator who continues to write and teach in retirement. She has published extensively and serves on many editorial boards. She recently co-authored Assess.

Buch. Zustand: Neu. Neuware - There is no shortage of scholarly research that reflects the growing importance of open education, whether referring to issues surrounding access to education (formal, informal or postformal); different copyright licencing regimes (e.g. Creative Commons); alternative forms of educational delivery such as Massive Open Online Courses (MOOCs), or alternative pathways to learning, curriculum development and delivery and/or assessing and accrediting learning. So what can another publication add to our understanding of open education It has become clear that thinking in terms of the binaries of 'open' versus 'closed' can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map 'open' as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid. This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors.…