MARC状态:审校 文献类型:西文图书 浏览次数:85
- 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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