Global Perspectives on Educational Innovations for Emergency Situations (Educational Communications and Technology: Issues and Innovations)

ISBN 10: 3030996336 / ISBN 13: 9783030996338

Edité par Springer, 2022

A propos de cet article

Cover and spine show minor shelf wear and light scuffing. Pages are clean, text and pictures are intact and unmarred. Good reading copy.

N° de réf. du vendeur mon0003782303

Détails bibliographiques

• Titre: Global Perspectives on Educational Innovations for Emergency Situations (Educational Communications and Technology: Issues and Innovations)
• Éditeur: Springer
• Date de parution: 2022
• Langue: anglais
• ISBN à 10 chiffres: 3030996336
• ISBN à 13 chiffres: 9783030996338
• Reliure: hardcover
• État de l'article: Good

A propos de ce titre

Synopsis

A call out has been sent to the following authors for chapters and we are awaiting a TOC: ● Xun Ge, University of Oklahoma, USA● Camille Dickson-Deane, University of Technology Sydney, Australia ● HuiChen Kung Durley, Oklahoma City Public Schools, USA ● In-sook Lee, Sejong University, South Korea ● Sahana Murthy, IIT Bombay, India ● Katsuaki Suzuki, JSET Vice President, Kumamoto University, Japan ● Yoshiko Goda, Kumamoto University, Japan ● Tomomi Takabayashi, Cyber University, Japan ● Jennifer Richardson, Purdue University, USA ● Xiaoqing Gu, ECNU, China ● Dirk Ifenthaler, University of Mannheim, Germany and Curtin University, Australia ● Jaime Sánchez, University of Chile, Chile ● Maha Bali, American University in Cairo, Egypt ● Nicola Pallitt, e/merge Africa, Rhodes University, South Africa ● Susan McKenney, University of Twente, The Netherlands ● Tamera Celeste Hudnell, Technology Integrated Learning, USA ● Vanessa Dennen, Florida State University, USAs

À propos de l?auteur

Vanessa Dennen is a Professor of Instructional Systems & Learning Technologies at Florida State University. She currently serves as Editor in Chief of The Internet and Higher Education. Her research investigates pedagogy and learner engagement in online discussion activities; knowledge management, and knowledge brokering within online networks and communities of practice; and social media use in the school context.

Camille Dickson-Deane is a Senior Lecturer Higher Education Learning Design at the University of Technology Sydney. She is a Fulbright and Organisation of American States (OAS) scholar who has published journal articles, book chapters and media pieces. As a scholar-practitioner her work triangulates the realms of theory, research and practice and can be seen in design artefacts, expert reviews, design cases and evaluations on learning designs. Her research interests include pedagogical usability, individual differences and contextualizing online learning designs.

Dr. Xun Ge is Professor of Learning Sciences at the Department of Educational Department, the University of Oklahoma. She is also the current President of Association for Educational Communications & Technology. Her research involves ill-structured problem-solving, scaffolding, and designing digital learning environments (e.g., game-based, simulation-based, virtual reality, makerspace) to support learner skill development in problem representation, argumentation, mental models, and self-regulation. Her scholarly work intersects cognition, motivation, design, and assessment in various educational contexts.

Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin University, Australia. Dirk's research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning.

SahanaMurthy is Professor in the Educational Technology interdisciplinary program at the Indian Institute of Technology Bombay. Her research focuses on technology-enhanced learning of disciplinary practices: developing students' problem-solving, design thinking and inquiry practices in STEM domains via interactive learning environments. Another area of focus is effective integration of technology by teachers, which has led to the design, implementation and evaluation of frameworks for learner-centric approaches in blended contexts.

Jennifer C. Richardson is a Professor in Learning, Design and Technology (LDT) in the College of Education at Purdue University, USA. Her research focuses on evidence-based practices in online learning environments. Specifically, strategies and design for teaching online, social presence, gauging learning in online environments, and the Community of Inquiry (CoI) framework