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The Impact of MOOCs on Distance Education in Malaysia and Beyond
This book provides theoretical and empirical discussions around the impact of MOOCs and other pedagogical strategies for online learning in international contexts. Through discussions of inverse blended learning and other teaching and learning approaches, Part I navigates the pressing conceptual issues around global online education. By analyzing the Malaysia MOOC Initiative—the first governmental MOOC project in the world—Part II offers insight into the developmental strategies, learning design, and integrative approaches of these pioneering efforts. Edited by leading scholars in the field of globalized online learning, this volume offers a valuable contribution to research around collaborative initiatives between governments and universities, especially ones dedicated to open and distance education.
The Frey Sander Connections Germans from Russia
This book provides the genealogical connection of the Frey, Sander and extended families. The genealogical record is traced from the late 1500’s of central Europe to the Russian Steppes near what is now Odessa Ukraine and finally to the Prairies of North America. Brief historical descriptions are included to provide some insight into the reasons why the families relocated. The major part of the book traces the ancestral lines through the years and includes church and civil records as genealogical prime sources.
The Methodology and Philosophy of Collective Writing
This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’...
PBL in a Digital Age
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Designing for Situated Knowledge Transformation
How can knowledge developed in one context be put to use in other contexts? How can students learn to do so? How can educators design for learning this? These are fundamental challenges to many forms of education. The challenges are amplified in contemporary society where people traverse many different contexts and where contexts themselves are continuously changing. Designing for Situated Knowledge Transformation provides a structured answer to these questions, through an investigation of the theoretical, empirical, methodological and pedagogical design aspects which they involve. Raising profound questions about the nature of knowledge, of situativity, and of transfer, transformation and resituation, it calls for and provides extended empirical studies of the forms of transformation that knowledge undergoes when people find themselves in new contexts while relying on existing knowledge. Considering many avenues of practical application and insight, Designing for Situated Knowledge Transformation develops a coherent framework for developing learning designs for knowledge transformation that is crucial in today’s educational settings.
The Wiley Handbook of Problem-Based Learning
The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful impl...
Proceedings of the International Conference EGOV-CeDEM-ePart 2018
EGOV-CeDEM-ePart 2018 represents the merge of the IFIP WG 8.5 Electronic Government (EGOV), the IFIP WG 8.5 IFIP Electronic Participation (ePart) and the Conference for E-Democracy and Open Government Conference (CeDEM). The EGOV-CeDEM-ePart proceedings bring together the essence of academic and practical knowledge on e-government, e-democracy and open government, and e-participation. The peer-reviewed ongoing research papers, project descriptions, reflections and viewpoints, workshop and panel proposals, posters, and the PhD colloquium papers found in these proceedings capture the newest developments, trends, tools and procedures, and demonstrate the many ways that these impact society, the polity, and the economy.
Ebenezer Brown and His Descendants
Ebenezer Brown (1801-1879) was of the son of William and Hanna Sweet Brown. He was born in Herkimer (formerly Montgomery) County, New York. He and Ann Weaver were married in 1823. The family moved to Far West, Missouri in 1838. He married Phebe Draper Palmer in 1842 and joined the Mormon Battalion soon after.
The Design, Experience and Practice of Networked Learning
The Design, Experience and Practice of Networked Learning Edited by: Vivien Hodgson, Maarten de Laat, David McConnell and Thomas Ryberg This book brings together a wealth of new research that opens up the meaning of connectivity as embodied and promised in the term ‘networked learning’. Chapters explore how contexts, groups and environments can be connected rather than just learners; how messy, unexpected and emergent connections can be made rather than structured and predefined ones; and how technology connects us to learning and each other, but also shapes our identity. These exciting new perspectives ask us to look again at what we are connecting and to revel in new and emergent possi...
