找回密碼
 To register

QQ登錄

只需一步,快速開始

掃一掃,訪問微社區(qū)

打印 上一主題 下一主題

Titlebook: Intersections Across Disciplines; Interdisciplinarity Brad Hokanson,Marisa Exter,Andrew A. Tawfik Book 2021 Association for Educational C

[復制鏈接]
樓主: 可樂
41#
發(fā)表于 2025-3-28 18:19:43 | 只看該作者
Reframing Interdisciplinarity Toward Equity and Inclusion,inant framing of interdisciplinarity, followed by alternative framings and issues for consideration in instructional design and technology and learning sciences contexts, and concluding with a call to consider the ways conceptions of interdisciplinarity hinder or may support efforts toward equity and inclusion.
42#
發(fā)表于 2025-3-28 19:17:21 | 只看該作者
43#
發(fā)表于 2025-3-28 23:45:47 | 只看該作者
Guiding Principles for Integrating Disciplines and Practices in Pursuit of Complex and Diverse Lear group of graduate students enrolled in an elite French business school. We briefly note the impact of the design on student learning derived from select learning reflections of a diverse set of students written within days after the course ended.
44#
發(fā)表于 2025-3-29 03:16:31 | 只看該作者
45#
發(fā)表于 2025-3-29 08:24:33 | 只看該作者
46#
發(fā)表于 2025-3-29 15:23:09 | 只看該作者
Designing for Generative Online Learning: A Situative Program of Research, important because it can support . learning that is most likely to transfer readily to a wide range of subsequent educational, professional, and personal contexts. Instructional designers and researchers alike should find this approach informative and potentially transformative.
47#
發(fā)表于 2025-3-29 19:20:16 | 只看該作者
48#
發(fā)表于 2025-3-29 20:50:20 | 只看該作者
Muse Design Studio: Advancing Creative Problem Solving as a Platform for Interdisciplinary Educatiolue beyond commonly practiced creative strategies and skills (Reiter-Palmon, R., Leadership Q 15:55–77, 2004). This tripartite exploration of teaching, learning, and service can act as a case study for future interdisciplinary research and practice related to creative problem solving.
49#
發(fā)表于 2025-3-30 03:44:16 | 只看該作者
ratoren, angewandt auf Klassen, per Definition eine neue Bedeutung erlangen, d.h die gewohnten Operator-Zeichen, wie etwa +, ==, !=, etc. k?nnen mit einer spezifischen Bedeutung im Kontext von Klassen wiederverwendet werden. Einem Programmierer wird damit die M?glichkeit gegeben, eine konventionelle
50#
發(fā)表于 2025-3-30 04:58:09 | 只看該作者
Andrew A. Tawfik,Kenneth Haggerty,Scott Vann,Brian T. Johnsonberfordern. Querverweise sind so gut wie ausgeschlossen, dafür aber bezüglich der Praxis wichtige Randbemerkungen eingebracht worden. Ein einführendes Beispiel in Kapitel 2, anschlie?end Grundlagen über Definitionen und Deklarationen in Kapitel 3, gefolgt von Grundlagen über Typen, Konstanten, Operatoren und 978-3-528-14689-4978-3-322-91941-0
 關(guān)于派博傳思  派博傳思旗下網(wǎng)站  友情鏈接
派博傳思介紹 公司地理位置 論文服務流程 影響因子官網(wǎng) 吾愛論文網(wǎng) 大講堂 北京大學 Oxford Uni. Harvard Uni.
發(fā)展歷史沿革 期刊點評 投稿經(jīng)驗總結(jié) SCIENCEGARD IMPACTFACTOR 派博系數(shù) 清華大學 Yale Uni. Stanford Uni.
QQ|Archiver|手機版|小黑屋| 派博傳思國際 ( 京公網(wǎng)安備110108008328) GMT+8, 2026-1-27 06:05
Copyright © 2001-2015 派博傳思   京公網(wǎng)安備110108008328 版權(quán)所有 All rights reserved
快速回復 返回頂部 返回列表
克拉玛依市| 信丰县| 腾冲县| 肥东县| 花莲县| 庆安县| 虞城县| 饶河县| 鲁山县| 安远县| 饶平县| 安多县| 桦甸市| 万盛区| 两当县| 中西区| 潜山县| 大石桥市| 将乐县| 漳州市| 绥滨县| 五家渠市| 濮阳县| 四平市| 大英县| 宣城市| 阳高县| 自贡市| 长阳| 陇南市| 连平县| 永丰县| 凤翔县| 黄梅县| 介休市| 潢川县| 申扎县| 南丰县| 藁城市| 象山县| 湄潭县|