TEMPO
发表于 2025-3-21 19:30:49
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incubus
发表于 2025-3-22 00:07:05
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烦人
发表于 2025-3-22 01:15:25
Klaus Feldmannr societies. Telecommunications and information technologies modify the process of accessing and storing data and knowledge, and consequently they also modify our relationship with both social and historical m- ory. Our various virtual communities continue to expand on a planetary scale, and hence t
ATOPY
发表于 2025-3-22 05:49:44
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acrophobia
发表于 2025-3-22 12:28:14
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antedate
发表于 2025-3-22 14:33:27
Klaus Feldmann some tensions within the broad landscape of Learning Design and more specifically the Larnaca Declaration. Arguing that there are two distinct ideas underpinning the notion of sharing Learning Designs, the terms ‘plans for action’ versus ‘resources for reflection’ are introduced. Further different
Intersect
发表于 2025-3-22 17:33:05
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恭维
发表于 2025-3-22 23:46:53
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啪心儿跳动
发表于 2025-3-23 04:57:06
Klaus Feldmannactice’ can prepare students for future professional practice as well as facilitate different patterns of engagement and knowledge transformation. Three prototypical learning designs are analysed: (1) case-based learning, (2) design-based learning and (3) simulation-based learning. Networked learnin
沙文主义
发表于 2025-3-23 08:42:56
ut this question, attention must be paid to the subjectivity of the person and the structural factors as well as the interactions between them. First, the chapter discusses the influence of contemporary social media system and communication landscape on networked public. There are two most important