| 000 | 02799nam a22004815i 4500 | ||
|---|---|---|---|
| 001 | 978-1-4614-1539-8 | ||
| 003 | DE-He213 | ||
| 005 | 20140220083243.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 111214s2012 xxu| s |||| 0|eng d | ||
| 020 |
_a9781461415398 _9978-1-4614-1539-8 |
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| 024 | 7 |
_a10.1007/978-1-4614-1539-8 _2doi |
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| 050 | 4 | _aLC8-6691 | |
| 072 | 7 |
_aYQT _2bicssc |
|
| 072 | 7 |
_aEDU039000 _2bisacsh |
|
| 082 | 0 | 4 |
_a371.33 _223 |
| 110 | 2 |
_aKinshuk. _eeditor. |
|
| 245 | 1 | 0 |
_aTowards Learning and Instruction in Web 3.0 _h[electronic resource] : _bAdvances in Cognitive and Educational Psychology. |
| 264 | 1 |
_aNew York, NY : _bSpringer New York, _c2012. |
|
| 300 |
_aXXVI, 325p. 74 illus. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 520 | _aTowards Learning and Instruction in Web 3.0 addresses evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age. This innovative volume addresses paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches which have emerged and are being supported by technological advancements such as simulations,virtual reality and multi-agents systems. It provides context by touching on technological as well as psychological and pedagogical issues related to the developments of Web 3.0. As the convergence of cognitive and educational psychology continues to increase and in turn, profoundly effects both the academic and professional spheres within Education, this volume is an indispensible tool for understanding and being able to use Web 3.0 in meaningful and productive ways. The text, by international experts in their respective fields, includes selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2010 (http://www.celda-conf.org/). Written in a clear style, it will become a source book for researchers, professors, and teacher educators alike. | ||
| 650 | 0 | _aEducation. | |
| 650 | 0 | _aEducational psychology. | |
| 650 | 0 | _aConsciousness. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducational Technology. |
| 650 | 2 | 4 | _aCognitive Psychology. |
| 650 | 2 | 4 | _aEducational Psychology. |
| 700 | 1 |
_aIsaias, Pedro. _eeditor. |
|
| 700 | 1 |
_aIfenthaler, Dirk. _eeditor. |
|
| 700 | 1 |
_aSampson, Demetrios G. _eeditor. |
|
| 700 | 1 |
_aSpector, J. Michael. _eeditor. |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 776 | 0 | 8 |
_iPrinted edition: _z9781461415381 |
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-1-4614-1539-8 |
| 912 | _aZDB-2-SHU | ||
| 999 |
_c101089 _d101089 |
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