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Online Public Access Catalogue

题名/责任者:

Networked professional learning : emerging and equitable discourses for professional development / Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland, editors.

出版发行项:

Cham, Switzerland : Springer Nature, [2019]

ISBN:

9783030180294

载体形态项:

xx, 264 pages ; 24 cm.

丛编说明:

Research in networked learning

丛编统一题名:

Research in networked learning.

附加个人名称:

Littlejohn, Allison, 1962-, editor.

附加个人名称:

Jaldemark, Jimmy, editor.

附加个人名称:

Vrieling-Teunter, Emmy, editor.

附加个人名称:

Nijland, Femke, editor.

论题主题:

Career development.

论题主题:

Continuing education-Computer-assisted instruction.

中图法分类号:

C975

书目附注:

Includes bibliographical references and index.

内容附注:

Chapter 1. Networked professional leaning: an introduction -- Part I. Networked Professional Learning across the professions -- Chapter 2. Professional learning in open networks: How midwives self-regulate their learning in Massive Open Online Courses -- Chapter 3.New educational formats for professional development: Accommodating the invisible learners -- Chapter 4. Presence - a prerequisite for learning in the crisis management context? -- Part II. The impact of Networked Professional Learning on the Academy -- Chapter 5.Networked learning in, for and with the world -- Chapter 6.Learning in hybrid protopublic spaces: Framework & exemplars -- Chapter 7. Designs for Learning as springboards for Professional Development in higher education -- Chapter 8. Design principles for Professional Networked Learning in 'learning through practice' designs -- Chapter 9.Teachers beliefs about professional development: Supporting emerging networked practices in higher education -- Part III. Networked Professional Learning in teacher learning groups -- Chapter 10. Learning to teach in a remote school context: Exploring the organisation of teachers professional development of digital competence through networked learning -- Chapter 11.Value creation in teacher learning networks -- Chapter 12. Analysing social learning of teacher-learning groups that aim at knowledge creation -- Chapter 13. Maker Spaces in schools: Networked learning among teachers to support curriculum-driven pupil learning in programming -- Part IV. Conclusion -- Chapter 14.Networked professional learning, design research and social innovation.

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