Product Type
Condition
Binding
Collectible Attributes
Free Shipping
Seller Location
Seller Rating
Published by Emerald Publishing Limited, 2006
ISBN 10: 0080449867ISBN 13: 9780080449869
Seller: Blue Vase Books, Interlochen, MI, U.S.A.
Book
Condition: Good. The item shows wear from consistent use, but it remains in good condition and works perfectly. All pages and cover are intact (including the dust cover, if applicable). Spine may show signs of wear. Pages may include limited notes and highlighting. May NOT include discs, access code or other supplemental materials.
More buying choices from other sellers on AbeBooks
New offers from US$ 29.04
Used offers from US$ 12.17
Also find Hardcover
Published by Springer, 2011
ISBN 10: 940071792XISBN 13: 9789400717923
Seller: medimops, Berlin, Germany
Book
Gut/Very good: Buch bzw. Schutzumschlag mit wenigen Gebrauchsspuren an Einband, Schutzumschlag oder Seiten. / Describes a book or dust jacket that does show some signs of wear on either the binding, dust jacket or pages.
More buying choices from other sellers on AbeBooks
New offers from US$ 111.42
Used offers from US$ 3.79
Also find Hardcover
Published by Springer, 2013
ISBN 10: 1461431840ISBN 13: 9781461431848
Seller: ThriftBooks-Atlanta, AUSTELL, GA, U.S.A.
Book
Hardcover. Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 7.7.
More buying choices from other sellers on AbeBooks
New offers from US$ 226.55
Used offers from US$ 28.50
Also find Hardcover
Published by Routledge, New York, 2010
ISBN 10: 0415556740ISBN 13: 9780415556743
Seller: Underground Books, ABAA, Carrollton, GA, U.S.A.
Book
Paperback. Condition: Good. Paperback. 9 1/4" X 6 1/4". ix, 260pp. Mild shelf wear to covers, corners, and edges of paper wraps. Occasional inked underlining to pages. Underlining does not obscure text. Binding is sound. ABOUT THIS BOOK: Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. Whether in the classroom, university or workplace, there is a growing requirement to use and interpret a large variety of external representational forms and tools for knowledge acquisition, problem solving, and to communicate with others. Use of Representations in Reasoning and Problem Solving brings together contributions from some of the world's leading researchers in educational and instructional psychology, instructional design, and mathematics and science education to document the role which external representations play in our understanding, learning and communication. Traditional research has focused on the distinction between verbal and non-verbal representations, and the way they are processed, encoded and stored by different cognitive systems. The contributions here challenge these research findings and address the ambiguity about how these two cognitive systems interact, arguing that the classical distinction between textual and pictorial representations has become less prominent. The contributions in this book explore: -how we can theorise the relationship between processing internal and external representations -what perceptual and cognitive restraints can affect the use of external representations -how individual differences affect the use of external representations -how we can combine external representations to maximise their impact -how we can adapt representational tools for individual differences. Using empirical research findings to take a fresh look at the processes which take place when learning via external representations, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational and instructional psychology, instructional design and mathematics and science education.(Publisher).
More buying choices from other sellers on AbeBooks
New offers from US$ 80.24
Used offers from US$ 30.00
Also find Softcover
Published by Springer International Publishing AG, 2015
ISBN 10: 3319202758ISBN 13: 9783319202754
Seller: Better World Books, Mishawaka, IN, U.S.A.
Book
Condition: As New. Used book that is in almost brand-new condition.
More buying choices from other sellers on AbeBooks
New offers from US$ 59.03
Used offers from US$ 46.36
Also find Hardcover First Edition
Published by Books on Demand, 2021
ISBN 10: 3753476730ISBN 13: 9783753476735
Seller: Lucky's Textbooks, Dallas, TX, U.S.A.
Book
Condition: New.
More buying choices from other sellers on AbeBooks
New offers from US$ 45.42
Published by Leuven Universitaire Pers 2002, 2002
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.
Published by Cham, Springer Nature., 2020
ISBN 10: 3030361187ISBN 13: 9783030361181
Book
5. Ed. xxvii, 897 p. Hard Cover. 5th Ed.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.
More buying choices from other sellers on AbeBooks
New offers from US$ 213.00
Used offers from US$ 30.90
Also find Hardcover
Published by Leuven Universitaire Pers 1995, 1995
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.
Published by Springer International Publishing Okt 2016, 2016
ISBN 10: 3319373366ISBN 13: 9783319373362
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Book Print on Demand
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 272 pp. Englisch.
More buying choices from other sellers on AbeBooks
New offers from US$ 59.03
Published by Routledge, 2009
ISBN 10: 0415497221ISBN 13: 9780415497220
Seller: Revaluation Books, Exeter, United Kingdom
Book
Paperback. Condition: Brand New. 288 pages. 9.25x6.26x0.59 inches. In Stock.
More buying choices from other sellers on AbeBooks
New offers from US$ 80.77
Published by Springer, 2014
ISBN 10: 9400796137ISBN 13: 9789400796133
Seller: booksXpress, Bayonne, NJ, U.S.A.
Book
Soft Cover. Condition: new.
More buying choices from other sellers on AbeBooks
New offers from US$ 106.30
Published by Elsevier, 2006
ISBN 10: 8121550009ISBN 13: 9788121550000
Seller: Books in my Basket, New Delhi, India
Book
Hardcover. Condition: New. ISBN:9780080449869.
Published by Routledge 2010-07-27, 2010
ISBN 10: 0415556732ISBN 13: 9780415556736
Seller: Chiron Media, Wallingford, United Kingdom
Book
Hardcover. Condition: New.
More buying choices from other sellers on AbeBooks
New offers from US$ 159.40
Published by Springer, 2021
ISBN 10: 3030361217ISBN 13: 9783030361211
Seller: ThriftBooks-Atlanta, AUSTELL, GA, U.S.A.
Book
Paperback. Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 2.8.
More buying choices from other sellers on AbeBooks
New offers from US$ 292.77
Used offers from US$ 199.99
Also find Softcover
Published by Oxford University Press, 2021
ISBN 10: 1382017049ISBN 13: 9781382017046
Seller: Revaluation Books, Exeter, United Kingdom
Book
Paperback. Condition: Brand New. 11.81x10.63x9.06 inches. In Stock.
Published by Sense Pub, 2007
ISBN 10: 9077874437ISBN 13: 9789077874431
Seller: dsmbooks, Liverpool, United Kingdom
Book
hardcover. Condition: Good. Good. book.
Published by Oxford University Press, 2021
ISBN 10: 1382017073ISBN 13: 9781382017077
Seller: Revaluation Books, Exeter, United Kingdom
Book
Paperback. Condition: Brand New. In Stock.