International journal of information and learning technology, volume 32-3 : technology facilitated teaching and learning.
This eBook contains papers studying the concepts of technology facilitated teaching and learning. Authors discuss varied topics such as accessibility in course design, what instructional design can learn from game design via a deconstruction of Candy Crush, the process involved in designing the onli...
Saved in:
| Online Access: |
Full text (MCPHS users only) |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
London :
Emerald Group Publ,
2015
|
| Series: | International Journal of Information and Learning Technology: Volume 32, Issue 3.
|
| Local Note: | ProQuest Ebook Central |
MARC
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| 245 | 0 | 0 | |a International journal of information and learning technology, volume 32-3 : |b technology facilitated teaching and learning. |
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| 490 | 1 | |a The International Journal of Information and Learning Technology: Volume 32, Issue 3 | |
| 505 | 0 | |a Cover; Editorial advisory board; From barriers to bridges:approaching accessibility in course design; Deconstructing Candy Crush: what instructional design can learn from game design; Designing the online oral language learning environment SpeakApps; The impact on educational technology of a fatal airline accident: a case study; The human factor in learningdesign, research, policy, and practice. | |
| 520 | |a This eBook contains papers studying the concepts of technology facilitated teaching and learning. Authors discuss varied topics such as accessibility in course design, what instructional design can learn from game design via a deconstruction of Candy Crush, the process involved in designing the online oral language learning environment SpeakApps, a case study of the impact on educational technology of a fatal airline accident and the human factor in learning design, research, policy and practice in training and education institutions developing e-learning materials. | ||
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| 830 | 0 | |a International Journal of Information and Learning Technology: Volume 32, Issue 3. | |
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