Sökning: "constructive learning practices"

Visar resultat 1 - 5 av 8 avhandlingar innehållade orden constructive learning practices.

1. 1. Learning to learn in e-Learning : constructive practices for development

   Författare :Annika Andersson; Åke Grönlund; Karin Hedström; Tim Unwin; Örebro universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; ICT4D; distance education; constructive learning practices; Structuration Theory; ICT; developing countries; e-learning; Informatics; Informatik; Informatik; Informatics;

   Sammanfattning : This thesis concerns technology use in distance educations and learning practices related to this use. The research was carried out over the period 2005 to 2009 in Bangladesh and Sri Lanka and has been reported in 6 published papers. LÄS MER

3. 2. From blended learning to learning onlife : ICTs, time and access in higher education

   Författare :Anders Norberg; Nafsika Alexiadou; Eva Mårell-Olsson; Isa Jahnke; Pavel Zgaga; Umeå universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; blended learning; distance learning; e-learning; online learning; ICTs; synchronous learning; asynchronous learning; philosophy of information; learning onlife; pedagogiskt arbete; educational work;

   Sammanfattning : Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. LÄS MER

4. 3. Eleven och Lärandemiljön : En studie av barns lärande med fokus på läsning och skrivning

   Författare :Ia Nyström; Bente Hagtvet; Växjö universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Learning; learning process; situated learning; reading as a social practice; learning environment; reading- and writing development; literacy; scaffolding.; Education; Pedagogik; Pedagogik; Pedagogics;

   Sammanfattning : The thesis describes what happens when twelve students learn to read and write. The main purpose of this thesis is to shed light on the learning process of the students, with respect to reading and writing, based on the specific learning environment. Special attention is given to the relationship between the individual and the environment. LÄS MER

5. 4. Designing for Intercorporeality : An Interaction Design Approach to Technology-Supported Movement Learning

   Författare :Laia Turmo Vidal; Annika Waern; Dag Svanæs; Uppsala universitet; []
   Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; Interaction Design; Movement Learning; Movement Teaching; Biofeedback; Wearables; Constructive Design Research; Research through Design; Practice Design; Soma Design; Technology Probes; Strong Concept; Movement Aesthetics; Människa-dator interaktion; Human-Computer Interaction;

   Sammanfattning : Technology-supported movement learning has emerged as an area with ample possibilities within Human Computer Interaction and Interaction Design, as interactive technology can help people to develop and improve sensorimotor competencies. To date, design research has largely focused on technology development and on supporting individual learning experiences. LÄS MER

7. 5. Bedömning för vilket lärande? : En studie av vad bedömning för lärande blir och gör i ämnet idrott och hälsa

   Författare :Björn Tolgfors; Marie Öhman; Mikael Quennerstedt; Jörgen Tholin; Örebro universitet; []
   Nyckelord :MEDICIN OCH HÄLSOVETENSKAP; MEDICAL AND HEALTH SCIENCES; Assessment for learning AfL ; formative assessment; physical education and health PEH ; governmentality; performativity; the didactic triangle; Sports Science; Idrottsvetenskap;

   Sammanfattning : This dissertation deals with the didactic consequences of assessment for learning (AfL) in the subject of physical education and health (PEH) at three upper secondary schools in Sweden. The purpose of the study is to investigate how assessment for learning is realised in PEH and what triadic relations between the teacher, student and subject content are established in the formative assessment practice. LÄS MER