Titlebook: Creative and Collaborative Learning through Immersion; Interdisciplinary an Anna Hui,Christian Wagner Book 2021 Springer Nature Switzerland

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Wissensmanagement mit Balanced Scorecardy of New South Wales (UNSW) Sydney. It illustrates the design considerations, discipline-specific workflows and pedagogical strategies employed in beginning to formulate a new and coherent pedagogy for immersive learning that is transferable, distributable and scalable across disciplines and platfor

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Forschung & Entwicklung als Wissenscenterirtual or augmented reality. However, simply adopting these technologies cannot guarantee successful teaching and learning experiences. Success requires the design of a pedagogy that consists of techniques, strategies, and styles, which a teacher can employ to drive the learning process. We propose

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Wissensmanagement mit Balanced Scorecardhrough electronic or artificial environments. The success of immersive simulation in science and collaboration has mainly been measured using self-efficacy in past studies. The pedagogical effects of and creativity in simulation-based learning remain unexplored. This chapter covers a cross-sectional

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Wissensmanagement mit Balanced Scorecardnto students’ teaching and learning activities is widely recognized as a fundamental strategy for the next generation of learners. Despite the growing interest in advanced learning technologies and the application of immersive technologies in tertiary education, research investigating the perceived

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Wissensmanagement mit Balanced Scorecardlended learning approach was adopted in a compulsory course for research postgraduate students at Hong Kong Baptist University since 2014. Students went through subject materials before class and then engaged in collaborative activities that required higher order cognitive thinking, such as case stu

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Forschung & Entwicklung als Wissenscenterand similar interactive multimedia technologies. These safe, interactive, manipulative and repeatable virtual learning environments have been widely used in general education settings. In this chapter, two pioneering studies conducted by Centre for Innovative Applications of Internet and Multimedia

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negligence

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Kurzfassung der einzelnen Kapitelred to as “blended knowledge.” Received and analyzed knowledge form the basis for most traditional learning situations; however, the assertion emphasized in this chapter is that these two types of knowledge have limited value so far as investigative and creative productivity are concerned unless the

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Kurzfassung der einzelnen Kapitel learning environments (ILEs). Such ILEs provide a constructivist learning experience through 3D dynamic graphic animations that are jointly controlled by the underlying game, game user, automated bots that may control simulated race cars during game play, or alternatively other people engaged in a