Duyệt theo Topic "Thư viện"

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Đang hiển thị 1 - 5 của tổng số 5 kết quả
  • Hình ảnh thu nhỏ
    Ấn phẩm
    Contextualised open educational practices
    (AOSIS, 2022) Olivier, Jako, du Toit-Brits, Charlene, Bunt, Byron J.Dhakulkar, Amit; Elisabeth Badinter
    This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.
  • Hình ảnh thu nhỏ
    Ấn phẩm
    Digital Knowledge Resources.
    (SAGE Publications, 2008) M. Paul Pandian
    Technology has revolutionized the concept of libraries. Networking and computing technologies have now become sufficiently advanced to support the design and deployment of large digital libraries which are capable of supporting the conventional end-user functions. Digital libraries are a natural extension of the evolution in which libraries have been involved for centuries. They represent a fundamental leap forward in the provision of services for, and partnership with, information communities. Because of the ‘digital’ nature, information resources can be shared over the powerful network. With the innovative use of information technology and the integration of many tools and techniques developed thus far and in the foreseeable future, information provision can be more complete, faster, and broad-based. Digital Libraries can be accessed anywhere, any time, by anyone who needs them. Thus, the potential should be great. This article provides an overview of digital and other electronic information resources, their characteristics, growth and developments, and their impact on information access and use. It also deals with issues relevant to building digital library collections and systems.
  • Hình ảnh thu nhỏ
    Ấn phẩm
    E-learning, M-learning and D-learning: Conceptual definition and comparative analysis
    (SAGE Publications, 2018) Sujit Kumar Basak, Marguerite Wotto, Paul Bélanger; Elisabeth Badinter
    In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. This study analyzes existing literature on the basis of the definition of the concepts, terminology used, differences, fundamental perspectives, benefits, disadvantages, and finally the similarities and differences of the e-learning (electronic learning), m-learning (mobile learning), and d-learning (digital learning). It reveals that e-learning and m-learning are subsets of d-learning. On the other hand, some learning tools could be considered as m-learning as well as e-learning.
  • Hình ảnh thu nhỏ
    Ấn phẩm
    There Is No 'Virtual Learning': The Materiality of Digital Education
    (University of Alicante, 2021-01-15) Gourlay, Lesley; Elisabeth Badinter; Viện Nghiên cứu Giáo dục
    The distinction between face-to-face and distant digitally-mediated educational engagement is a complex one, and the two modes are often combined in practice, via ‘blended learning’ or the use of a VLE to support campus-based teaching. The current Covid-19 pandemic has thrown this distinction into relief, in a context where educationalists have been forced to move to fully distant engagement in a very short timeframe. This paper explores how this predicament has brought to the fore the nature of our engagement with digital knowledge practices and screen-based communication, arguing that the notion of ‘virtual learning’ is a flawed one. Instead, adopting a sociomaterial perspective, it argues that all aspects of digital engagement are in fact grounded in material and embodied entanglements with devices and other artefacts.
  • Hình ảnh thu nhỏ
    Ấn phẩm
    Ứng dụng phần mềm quản trị thư viện tích hợp mã nguồn mở Koha – giải pháp tốt cho hệ thống thư viện đại học, cao đẳng ở Việt Nam
    (2014) Nguyễn Nhật Ánh; Viện Khoa học Thông tin Thư viện
    Bài viết phân tích ưu, nhược điểm của phần mềm quản trị thư viện tích hợp mã nguồn mở koha và sự phù hợp của koha với hệ thống thư viện đại học, cao đẳng ở Việt Nam