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Radical Solutions and Open Science - An Open Approach to Boost Higher Education
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Seite - xiv - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

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Huston, J. (2019). Reinventing the mission: The vital role of academic support in the higher educationaccountabilityera.VoicesofReform:EducationalResearch to InformandReform,2 (1), 87–95. Kalman,Y.M. (2014).Arace to thebottom:MOOCsandhighereducationbusinessmodels.Open Learning: The Journal of Open, Distance and e-Learning, 29(1), 5–14. Polsani,P.R. (2003).Useandabuseof reusable learningobjects.JournalofDigital information,3 (4). Stracke, C., Downes, S., Conole, G., Nascimbeni, F. & Burgos, D. (2019). Are MOOCs open educational resources? A literature review on history, definitions and typologies of OER and MOOCs.OpenPraxis, vol. 11 issue4,October–December 2019,pp. 1–11 (ISSN2304-070X). https://doi.org/10.5944/openpraxis.11.4.1010. Transgeniclearning. (2017) Transgeniclearning.com, retrieved December 23, 2019, from http:// transgeniclearning.com. United Nations. (2012). United Nations, Sustainable Development Goal number 4, Education. Retrieved January the 17, 2020, from https://www.un.org/sustainabledevelopment/education/. Unterhalter, E. (2019). Themanymeanings of quality education: Politics of targets and indicators in SDG4.Global Policy, 10, 39–51. Walberg,H. J.,&Thomas,S.C. (1971).Characteristicsofopeneducation:TowardanOperational Definition. xiv Book 2: Editorial
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Radical Solutions and Open Science An Open Approach to Boost Higher Education
Titel
Radical Solutions and Open Science
Untertitel
An Open Approach to Boost Higher Education
Herausgeber
Daniel Burgos
Verlag
Springer Open
Datum
2020
Sprache
englisch
Lizenz
CC BY 4.0
ISBN
978-981-15-4276-3
Abmessungen
16.0 x 24.1 cm
Seiten
200
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Radical Solutions and Open Science