UID:
almahu_9949598791202882
Umfang:
1 online resource (260 pages) :
,
illustrations (chiefly color), color maps
ISBN:
9781000955781
,
1000955788
,
9781003424543
,
1003424546
,
9781000955767
,
1000955761
Serie:
Advances in Computational Collective Intelligence
Inhalt:
Digital technologies are influencing the way we learn, live, and work. Universities globally are investing in their own e-learning platforms. This development is driving research in the pedagogical aspects of teaching and learning process. Within this context, the book analyzes the application of digital technologies to this process.
Anmerkung:
4.3.1 Digital Technologies Used in Learning Management
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Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Editors -- Contributors -- Introduction: Is a Seamless Learning Experience Design Framework an Answer to Attaining Quality Digital Learning in Higher Education? -- 0.1 Introduction and Background -- 0.1.1 Possible Solutions -- 0.1.2 Proposing the SLED Framework -- 0.2 Conclusion -- Resources -- Chapter 1: A Comprehensive Review of the Literature on Digital Higher Education Pedagogies -- 1.1 Introduction -- 1.2 Digital Pedagogy -- 1.3 Methodological Approach -- 1.3.1 Methodological Procedures
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1.3.2 Bibliometric Analysis -- 1.3.3 Bradford's Law -- 1.3.3.1 Lotka's Law -- 1.3.4 Zipf's Law -- 1.3.5 Countries -- 1.3.6 Relevance of Publications by Author -- 1.3.7 Main Scientific Sources -- 1.3.8 Most Impactful Authors -- 1.3.9 Three-Field Plot -- 1.3.10 Word TreeMap -- 1.4 Digital Pedagogy in Higher Education -- 1.5 Final Considerations -- References -- Chapter 2: Digital Education Knowledge from Theory to Teaching Experiences in Three European Universities -- 2.1 Introduction -- 2.2 Theoretical Framework -- 2.2.1 Sustainable Digital Education at Instituto Universitário de Lisboa (ISCTE)
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2.2.2 Collaborative Online International Learning (COIL) at Université Gustave Eiffel (UGE) -- 2.2.3 Online Learning and Offline Extended Classroom at Politecnico di Milano (POLIMI) -- 2.3 Education Pedagogy and Applied Technologies -- 2.3.1 Digital Learning Pedagogies and Technologies from Theory -- 2.3.2 Digital Learning Pedagogies and Technologies from UGE -- 2.3.3 Digital Learning Pedagogies and Technologies from POLIMI -- 2.4 Evaluation Process -- 2.4.1 Digital Education Assessment Techniques -- 2.4.2 Assessment Practice from COIL Project -- 2.4.3 Examination Typology of POLIMI
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2.5 Final Considerations -- Acknowledgments -- References -- Chapter 3: Skills for Safety, Security, and Well-Being in the DigComp Framework Revision and Their Relevance for a Sustainable Global (Higher) Education -- 3.1 Contextualization -- 3.2 Theoretical Framework -- 3.2.1 The European Digital Framework and the United Nations Sustainable Goals (UNSDGs) -- 3.2.1.1 DigComp Framework and Sustainable Education -- 3.2.2 Concept of the Knowledge, Skills, and Attitudes (KSA) -- 3.2.3 Setting Knowledge Skills and Attitudes for Safety Area -- 3.2.3.1 Digital Safety and Security Underpinning Theory
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3.2.3.2 Digital Health and Well-Being Underpinning Theory -- 3.3 Methodology -- 3.3.1 Research Problem and Design -- 3.3.1.1 Phases of the Research -- 3.3.1.2 Research Tools -- 3.3.1.3 Research Analysis -- 3.4 Results and Discussions -- 3.5 Conclusions -- Acknowledgments -- Notes -- References -- Chapter 4: Digital Technologies as a Key Driver of Sustainable Global Higher Education -- 4.1 Introduction -- 4.2 Sustainable Global Higher Education -- 4.2.1 United Nations' Role in Sustainable Global Higher Education -- 4.3 Digital Technologies in Higher Education
Weitere Ausg.:
Print version: Sousa, Maria José Technologies for Sustainable Global Higher Education Milton : Auerbach Publishers, Incorporated,c2023 ISBN 9781032262895
Sprache:
Englisch
DOI:
10.1201/9781003424543
URL:
https://www.taylorfrancis.com/books/9781003424543
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