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on1349275084 |
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OCoLC |
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20241006213017.0 |
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221030s2022 sz o 000 0 eng d |
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|a YDX
|b eng
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|d GW5XE
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|d OCLCF
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|d OCLCQ
|d SFB
|d OCLCO
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| 019 |
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|a 1349280403
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| 020 |
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|a 9783031133596
|q (electronic bk.)
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|a 3031133595
|q (electronic bk.)
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| 020 |
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|z 3031133587
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|z 9783031133589
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| 024 |
7 |
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|a 10.1007/978-3-031-13359-6
|2 doi
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| 035 |
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|a (OCoLC)1349275084
|z (OCoLC)1349280403
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| 050 |
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4 |
|a LB1027.415
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|a JNV
|2 bicssc
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|a EDU000000
|2 bisacsh
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| 072 |
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|a JNV
|2 thema
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| 049 |
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|a HCDD
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| 245 |
0 |
0 |
|a Microlearning :
|b new approaches to a more effective higher education /
|c Eugenia Smyrnova-Trybulska, Piet Kommers, Martin Drlík, Ján Skalka, editors.
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| 260 |
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|a Cham, Switzerland :
|b Springer,
|c 2022.
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| 300 |
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|a 1 online resource
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| 505 |
0 |
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|a Intro -- Contents -- Microlearning and Automated Assessment - A Framework Implementation of Dissimilar Elements to Achieve Better Educational Outcomes -- 1 Introduction -- 2 Introductory Programming Learning Environments -- 3 Learning Environment Concept -- 3.1 Framework Architecture -- 3.2 Backend Implementation -- 3.3 The Front-end Implementation -- 3.3.1 Content Structure -- 3.3.2 Automatic Source Code Evaluation -- 3.3.3 Learning and Teaching Support -- 4 Students' Perception of the Elements of the Priscilla System -- 5 Discussion -- 6 Conclusion and Future Work -- References
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| 505 |
8 |
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|a Microlearning as an Educational Technology: Information Requests and Bibliometric Analysis -- 1 Introduction -- 2 Research Design -- 3 The Results of the Study -- 3.1 Findings Related to the Analysis of Publication Trends of Microlearning -- 3.2 Findings on Thematic Publications Employing VOSviewer -- 4 Conclusions -- References -- Guidance for Introductory Programming Courses Creation Using Microlearning and Automated Assessment -- 1 Introduction -- 2 The Complexity of the Programming Learning -- 3 Java Course in Priscilla -- 3.1 Course Components -- 3.2 Course Structure -- 3.3 Course Students
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| 505 |
8 |
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|a 4 Discussion and Conclusion -- References -- Learning by Designing, Imagination and Programming -- 1 Introduction -- 2 Cognitive Hexagon -- 3 Five Dimensions for Innovative Didactics -- 4 Learning by Designing -- 4.1 Gaming by Playing for Learning -- 5 Playing Versus Gaming -- 6 Why Play-Based Learning? Methodologies and Approach -- 7 Gamification of Learning: Principles and Mechanisms for Engagement -- 8 Procedural and Spatial Imagination for Programming -- 9 Lego Serious Play -- 10 Contexts for Simulations -- 11 Minecraft for Schools: MinecraftEdu
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| 505 |
8 |
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|a 12 Storytelling: Didactic Genre for Initial Programming Skills -- 13 Integral Justification of Innovative Learning Paradigms -- 14 Conclusions -- References -- Micro-learning in Improving Professional Competences of Programmers: Pilot Studies -- 1 Introduction -- 2 Background -- 3 Research Design -- 4 Results -- 4.1 How Did IT Specialists Acquire the Programming Skills (Competences)? -- 4.2 How Many Programmers Declare Improving their Programming Competences During their Professional Career? -- 4.3 What Forms of Training Do Professional Programmers Use?
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| 505 |
8 |
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|a 4.3.1 How Many Developers Are Using a Learning Method Called Micro-learning? -- 4.3.2 To What Extent Is It Used by Micro-learning Programmers as a Method of Learning/Improving Competences? -- 4.4 What Is the Interest of Programmers in Using Micro-learning in Improving their Professional Competences? -- 5 Discussion -- 6 Conclusion -- References -- Teaching and Learning Activities Based on the Priscilla Tool -- 1 Introduction -- 2 Background -- 3 Collaborative Learning Strategies -- 3.1 Problem-Based Learning (PBL) -- 3.2 Jigsaw -- 3.3 STAD & TGT -- 3.4 Role-Playing -- 3.5 Peer-Tutoring
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| 520 |
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|a This book is about the most significant developments in the field of microlearning in the teaching of programming languages. In particular, the book covers the creation of content and the use of microlearning activities for automatically evaluating programming assignmentssee. These critical component of microlearning represent a significant contribution both in fulfilling individual project objectives and in improving computer programming education in general. The book is interdisciplinary, examining both computer science and education. Specific topics explored include: development of distance courses, creating microcourses, fostering interdisciplinary knowledge, IT, management, and theoretical, methodological and practical aspects of the implementation of microlearning. Additionally, comprehensive analysis of the scientific literature (monographs, articles, proceedings) on the subject of the project and conducted research is provided.
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| 588 |
0 |
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|a Print version record.
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| 650 |
|
0 |
|a Microlearning.
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| 650 |
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0 |
|a Educational technology.
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| 650 |
|
7 |
|a Educational technology
|2 fast
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| 650 |
|
7 |
|a Microlearning
|2 fast
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| 650 |
|
7 |
|a Tecnologia educativa.
|2 thub
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| 650 |
|
7 |
|a Educació superior.
|2 thub
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| 655 |
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0 |
|a Electronic books.
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| 655 |
|
7 |
|a Llibres electrònics.
|2 thub
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| 700 |
1 |
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|a Smyrnova-Trybulska, Eugenia.
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| 700 |
1 |
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|a Kommers, Piet A. M.
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| 700 |
1 |
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|a Drlík, Martin.
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| 700 |
1 |
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|a Skalka, Ján.
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| 776 |
0 |
8 |
|c Original
|z 3031133587
|z 9783031133589
|w (OCoLC)1334717674
|
| 856 |
4 |
0 |
|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-031-13359-6
|y Click for online access
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| 903 |
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|a SPRING-ED2022
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| 994 |
|
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|a 92
|b HCD
|