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Radical Solutions and Open Science - An Open Approach to Boost Higher Education
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132 F.Nascimbeni References Alexander,B.,AdamsBecker,S.,&Cummins,M.(2016).Digitalliteracy:AnNMChorizonproject strategicbrief (Vol. 3.3).NewMediaConsortium. Bates,T. (2015).Teaching in thedigitalage.BCOpenTextbooks. Calvani, A., Cartelli, A., Fini, A. &Ranieri, M. (2008).Models and instruments for assessing: Digital competence at school. Journal of e-Learning and Knowledge Society, 4(3), 183–193. Italiane-LearningAssociation. Common SenseMedia. (2018). The common sense census:Media use by kids age zero to eight 2017.Retrievedfromhttps://www.commonsensemedia.org/research/the-common-sense-census- media-use-by-kids-age-zero-to-eight-2017. Conole,G. (2013).Designing for learning inanopenworld.NewYork:Springer. Cronin,C. (2017).OpennessandPraxis:Exploring theuseofopeneducationalpractices inhigher education.The InternationalReviewofResearch inOpenandDistributedLearning,18(5). Dede,C. (2010).Comparingframeworks for21stcenturyskills. InJ.Bellance&R.Brandt (Eds.), 21st century skills:Rethinkinghowstudents learn (pp.51–76).Bloomington:SolutionTree. Downes, S. (2012).Connectivism and connective knowledge: Essays on meaning and learning networks.Ottawa:NationalResearchCouncilCanada. Elder,A.K. (2019).TheOERstarterkit.Ames: IowaStateUniversityDigitalPress. Farrow,R. (2016).Aframework for theethicsofopeneducation.OpenPraxis,8(2), 93–109. Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation.TeachingandTeacherEducation,26,933–940. Hegarty,B. (2015).Attributes ofOpenpedagogy:Amodel for usingopen educational resources. EducationalTechnology. Inamorato dos Santos, A. (2019).Practical guidelines on open education for academics:Mod- ernising higher education via open educational practices (based on the OpenEdu Frame- work), EUR29672EN,PublicationsOffice of theEuropeanUnion, Luxembourg, 2019, ISBN 978-92-76-00194-2, https://doi.org/10.2760/55923, JRC115663. Jenkins,H., Ito,M.&Boyd,D. (2015).Participatory culture inanetworkedEra:Aconversation onyouth, learning, commerce,andpolitics.Cambridge:PolityPress. Kaendler,C.,Wiedmann,M.,Rummel,N., et al. (2015).Teacher competencies for the implemen- tation of collaborative learning in the classroom:A framework and research review.Education PsychologyReview,27,505. Kluzer,S.,&Pujol,P.L.(2018).DigCompintoaction—Getinspired,makeithappen.Luxembourg: PublicationsOfficeof theEuropeanUnion. Kyndt,E.,Raes,E.,Lismont,B.,Timmers,F.,Cascallar,E.,&Dochy,F.(2013).Ameta-analysisof theeffectsofface-to-facecooperativelearning.Dorecentstudiesfalsifyorverifyearlierfindings? EducationalResearchReview,10,133–149. Loeckx, J. (2016). Blurring boundaries in education: Context and impact of MOOCs. The InternationalReviewOfResearch InOpenAndDistributedLearning,17(3). Nascimbeni,F. (2018).Rethinkingdigital literacy for teachers inopenandparticipatory societies. International JournalofDigitalLiteracyandDigitalCompetence (IJDLDC),9(3), 1–11. Nascimbeni,F.&Burgos,D. (2016). Insearchfor theopeneducator:Proposalofadefinitionanda frameworktoincreaseopennessadoptionamongUniversityEducators.TheInternationalReview ofResearch inOpenandDistributedLearning,17(6). OECD. (2016). Innovating education and educating for innovation: The power of digital technologiesandskills. Paris:OECD. O’Neil,C. (2016).Weaponsofmathdestruction:Howbigdata increases inequalityand threatens democracy.NewYork:Crown. Ozturk,H.T. (2015).Examiningvalue change inMOOCs in the scopeof connectivismandopen educational resources movement. International Review of Research in Open and Distributed Learning,16(5).
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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