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Learning across Contexts in the Knowledge Society
Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out o...
The Fourteenth Cambridge International Conference on Open, Distance and E-Learning 2011
This conference offers its contributors the challenge of aligning a trio of concepts and practices. There is no doubt that open, distance and e-learning (ODEL) facilitates the development of education internationally, in particular higher education. Once we bring the third concept in, that of social justice, there is immediately a tension created. At the core of the tension, is the question as to whether ODEL contributes to or detracts from social justice in its facility for supporting the development of education on an international basis. [Introduction, ed]
Spegill, spegill--
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Kreativitet, innovasjon og entreprenørskap i utdanningssystememe i Norden
Nordisk komparativt studie af hvordan kreativitet, innovasion og entreprenørskab er integrert i de nordiske uddannelsessystemer
Bókmentaljós
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ʹIslenzk bʹokaskra
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Computational Thinking Curricula in K–12
An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula. In today’s digital society, computational thinking (CT) is a critical component of all children’s education. In Computational Thinking Curricula in K–12, editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and ...
Kennaratal á Íslandi
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