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Relevant bibliographies by topics / Disney Learning

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Academic literature on the topic 'Disney Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Disney Learning"

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Whitley, David. "Learning with Disney." Journal of Educational Media, Memory, and Society 5, no. 2 (September 1, 2013): 75–91. http://dx.doi.org/10.3167/jemms.2013.050206.

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This article reconsiders the concept of innocence in relation to animated films for children, focusing particularly on Disney but additionally drawing on examples from other traditions. The author argues that the notion of innocence within these films is potentially double-edged, encompassing both actively transformative and more vulnerable, passive properties. Children's animation is not simply culturally conservative, however, but also rehearses other possibilities, often in a playful form. The article suggests that what children learn from Disney and other animated films is shaped in complex ways by responses to the quality of innocence with which such films are so often imbued.

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Packman, Hollie Muir, and Fred L. Casmir. "Learning from the Euro Disney Experience." Gazette (Leiden, Netherlands) 61, no. 6 (December 1999): 473–89. http://dx.doi.org/10.1177/0016549299061006002.

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Griffin, Martyn, Mark Learmonth, and Nick Piper. "Organizational Readiness: Culturally Mediated Learning Through Disney Animation." Academy of Management Learning & Education 17, no. 1 (March 2018): 4–23. http://dx.doi.org/10.5465/amle.2016.0073.

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Graham,, Otis L. "Editor's Corner: Learning Together: Disney and the Historians." Public Historian 16, no. 4 (1994): 5–8. http://dx.doi.org/10.2307/3378007.

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Clarke, Susan E. "Married to the Mouse: Walt Disney World and Orlando By Richard E. Foglesong. New Haven, CT: Yale University Press, 2001. 251p. $27.95." American Political Science Review 96, no. 3 (September 2002): 635–36. http://dx.doi.org/10.1017/s0003055402490363.

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This account of the development of Walt Disney World in Florida is an engaging contribution to the growing literature on tourism and urban politics. The many pleasures of reading this book include learning that Disney World was initially slated for St. Louis, that Henry Kissinger declared that Epcot would enhance world peace more than this shuttle diplomacy, that Disney prepared a proposal for a HUD planning grant for Disney World, and that even Walt Disney thought that Disneyland Anaheim was tacky. Foglesong meticulously details more than three decades of negotiations among the Walt Disney corporate conglomerate, the city of Orlando, and Orange and Osceola counties in Florida over the location and development of Walt Disney World and its spinoff theme parks. Not surprisingly, the Mouse wins most of the battles.

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Janzen, Michelle. "Disney And The Magical World Of Writing; How Combining Creativity With Learning Disabilities Can Promote Academic Success." Contemporary Issues in Education Research (CIER) 12, no. 1 (January 18, 2019): 19–26. http://dx.doi.org/10.19030/cier.v12i1.10259.

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Through a Disney perspective, this author discusses how students can use creative strategies to cope with learning disabilities in secondary, post-secondary and even graduate levels of academic achievement. In particular, the paper will be presenting how the author, who has an infinity for “everything Disney”, chose to use both Disney Characters and Disney Song titles from movies and television shows, as a creative strategy in the organization of her master’s research thesis. The research study entitled “Why is it so hard to go a good thing? The Paradox and Dilemma of Parental Advocacy within the Individual Education Planning Process” took a qualitative, phenomenological approach to investigate the experiences of parental advocacy and to seek out macro/micro factors that may have contributed to positive or negative outcomes within the IEP process. The author used Disney song titles as an adaptive tool not only to help in the organization of the findings of the research, but also to help illuminate the phenomenological existential themes that were revealed through the analysis. The paper hopes to demonstrate that through the use of creative strategies in otherwise conventional academic expectations, students experiencing disabilities may increase the potential of achieving academic success.

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Griffin, Martyn, and Mark Learmonth. "Organizational Readiness: A Vygotskian Analysis of Mediated Learning through Disney Animation." Academy of Management Proceedings 2016, no. 1 (January 2016): 12226. http://dx.doi.org/10.5465/ambpp.2016.12226abstract.

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Latif, Madiha, Jawwad Hassan Jaskani, Tehreem Ilyas, Irum Saeed, Kaynaat Shah, and Nida Azhar. "Tactful Acquisitions & merger of The Walt Disney Company improved its performance, showed by financial & industry analysis." International Journal of Accounting and Financial Reporting 4, no. 1 (July 7, 2014): 274. http://dx.doi.org/10.5296/ijafr.v4i1.6082.

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Case overview –This case contains detailed information about Walt Disney Co. that gives knowledge about its business environment, acquisitions & merger, market position & company performance. This study traces the reporting of the financial performance in Walt Disney as compared to the industry. Walt Disney was established in 1923 with a small sketch but now it is a giant as well as the market leader. Walt Disney is a market leader for a long time and is operating efficiently in the market. This case study illustrates its financial performance by comparing its financial data from 1999 to 2013. The company is growing year over year through acquisitions and mergers with the other firms. The company’s performance has been analyzed through various analysis and financial techniques to elaborate the actual financial condition of the company.The experiences gained from the current study will serve the businesses in entertainment industry through providing help full insights for the tactful strategies & elimination of financial risks. The unique analysis of the market helps to manage business environment. Also play a significant role in the development of a theoretical base for further research studies in the field of finance as well as for learning purposes.Expected learning outcomes – The objective of this case study is to demonstrate the critical success factors particularly in financial terms which provides a solid base for a business group to sustain its competitive position & market leader in the industry. The readers are expected to get numerous benefits from this case study. Like an understanding of calculation & interpretation of basis financial ratios & its implications for investors, creditors & financial managers which strengthen their decision making, and it also help researchers who keen about this industry, significance of various financial analyses for a business organization.

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Martynova, Tatyana Alexandrovna, and Elena Vladimirovna Orlova. "Walt Disney Strategy as an Interdisciplinary Learning Activity for Communication and Critical Thinking Skills Development." Filologičeskie nauki. Voprosy teorii i praktiki, no. 2 (February 2020): 289–94. http://dx.doi.org/10.30853/filnauki.2020.2.58.

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Chenail, Ronald J. "When Disney meets the research park: Metaphors and models for engineering an online learning community of tomorrow." Internet and Higher Education 7, no. 2 (April 2004): 107–21. http://dx.doi.org/10.1016/j.iheduc.2004.03.001.

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Dissertations / Theses on the topic "Disney Learning"

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Meier, Lori T. "Learning with Walt Disney: Primary Sources from WWII to Tomorrowland." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5904.

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Björkqvist, Sara. "A comparative study between factual animation and cartoon animation in a learning context." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130021.

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Film har påvisats vara en populär metod för effektiv inlärning men inga tidigare undersökningar berör hur den visuella stilen av film i undervisning kan påverka inlärningen. Denna studie går därför ut på att undersöka skillnaderna mellan en saklig, informativ animerad film och en cartoon-animerad film i hur de fungerar och uppfattas i ett lärandesammanhang. Studien innefattar en litteratursökning kring multimediainlärning, kommunikation i film och animationsprinciper som sedan mynnat ut i två animerade filmer, en saklig och en med cartoon-karaktär. Dessa filmer har jämförts i kvalitativa användartester med en högstadieklass för att undersöka förståelsen och uppfattningen kring filmerna. Slutsatserna från studien är att båda filmerna skulle passa i ett lärandesammanhang, dock krävs en djupare och större undersökning för att förstå hur de olika filmerna påverkat inlärningen. Den största skillnaden mellan filmerna ligger i hur underhållande de upplevs, den cartoon-animerade filmen upplevs vara roligare och väcker intresset hos många av testpersonerna, dock upplevde flera att den även var distraherande och att de fokuserade mer på underhållningen än faktan som presenterades. För att fullt svara på syftet krävs en fortsatt studie kring ämnet.

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Eidt, Stephanie A. "Disney's Animated Animals: A Potential Source of Opinions and Knowledge." Malone University Undergraduate Honors Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ma1467902314.

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Skalic, Miha 1990. "Deep learning for drug design : modeling molecular shapes." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667503.

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Designing novel drugs is a complex process which requires finding molecules in a vast chemical space that bind to a specific biomolecular target and have favorable physio-chemical properties. Machine learning methods can leverage previous data and use it for new predictions helping the processes of selection of molecule candidate without relying exclusively on experiments. Particularly, deep learning can be applied to extract complex patterns from simple representations. In this work we leverage deep learning to extract patterns from three-dimensional representations of molecules. We apply classification and regression models to predict bioactivity and binding affinity, respectively. Furthermore, we show that it is possible to predict ligand properties for a particular protein pocket. Finally, we employ deep generative modeling for compound design. Given a ligand shape we show that we can generate similar compounds, and given a protein pocket we can generate potentially binding compounds.
El disseny de drogues novells es un procés complex que requereix trobar les molècules adequades, entre un gran ventall de possibilitats, que siguin capaces d’unir-se a la proteïna desitjada amb unes propietats fisicoquímiques favorables. Els mètodes d’aprenentatge automàtic ens serveixen per a aprofitar dades antigues sobre les molècules i utilitzar-les per a noves prediccions, ajudant en el procés de selecció de molècules potencials sense la necessitat exclusiva d’experiments. Particularment, l’aprenentatge profund pot sera plicat per a extreure patrons complexos a partir de representacions simples. En aquesta tesi utilitzem l’aprenentatge profund per a extreure patrons a partir de representacions tridimensionals de molècules. Apliquem models de classificació i regressió per a predir la bioactivitat i l’afinitat d’unió, respectivament. A més, demostrem que podem predir les propietats dels lligands per a una cavitat proteica determinada. Finalment, utilitzem un model generatiu profund per a disseny de compostos. Donada una forma d’un lligand demostrem que podem generar compostos similars i, donada una cavitat proteica, podem generar compostos que potencialment s’hi podràn unir.

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Mazzeo, Arianna. "Co-learning: An open pedagogy for creative arts education." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/670097.

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La meva contribució gira entorn de com els mètodes d'aprenentatge basats en el disseny (disseny obert i disseny etnogràfic, particularment) poden fomentar una mentalitat educativa interactiva que expandeixi el context d'aprenentatge acadèmic fora de l'escola. Aquesta recerca és doble: en primer lloc, el meu objectiu és contribuir a la innovació educativa en el camp de les arts creatives a través de mètodes d'aprenentatge basats en el disseny; en segon lloc, exploro les possibilitats que el disseny obert i l'etnografia del disseny poden aportar a l'educació formal en el camp de l'educació artística creativa en introduir la perspectiva somàtica com una perspectiva interdisciplinària. Proposo explorar com es poden implementar els conceptes de disseny obert en un continu que abasti l'educació formal i la no formal. Finalment, el disseny obert com a plataforma per al coaprenentatge, en cocrear i compartir, contribueix a un canvi innovador per desenvolupar pedagogies d'ensenyament-aprenentatge que obrin el marc educatiu formal a l'espai públic com a comportament performatiu incorporat per al benestar de tothom.
Mi contribución gira en torno a cómo los métodos de aprendizaje basados en el diseño (diseño abierto y diseño etnográfico, en particular) pueden fomentar una mentalidad educativa interactiva que expanda el contexto de aprendizaje académico fuera de la escuela. Esta investigación es doble: en primer lugar, mi objetivo es contribuir a la innovación educativa en el campo de las artes creativas a través de métodos de aprendizaje basados en el diseño; en segundo lugar, exploro las posibilidades que el diseño abierto y la etnografía del diseño pueden aportar a la educación formal en el campo de la educación artística creativa al introducir la perspectiva somática como una perspectiva interdisciplinaria. Propongo explorar cómo pueden implementarse los conceptos de diseño abierto en un continuo que abarque la educación formal y la no formal. Finalmente, el diseño abierto como plataforma para el coaprendizaje, al cocrear y compartir, contribuye a un cambio innovador para desarrollar pedagogías de enseñanza-aprendizaje que abran el marco educativo formal al espacio público como comportamiento performativo incorporado para el bienestar de todos.
This work studies how design-based learning methods (open design and ethnographic design in particular) can foster an interactive educational mindset that expands the context of academic learning beyond the classroom. The aim of the research is twofold: first, to contribute to educational innovation in the field of creative arts through design-based learning methods; second, to explore the possibilities that open design and design ethnography can bring to formal education in the field of creative arts education by introducing an interdisciplinary perspective, namely the somatic. The goal is to explore how open design concepts can be implemented in a continuum that spans formal and non-formal education. Open design as a platform for co-learning based on co-creating and sharing contributes to an innovative shift in the development of teaching-learning pedagogies, where the formal educational framework is opened to the public space as a performative behaviour adopted for the well-being of all.

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Margalef, i. Marrugat Jordi. "La docència d'enginyeria electrònica: directrius per al disseny de la instrucció presencial i a distància." Doctoral thesis, Universitat Ramon Llull, 2007. http://hdl.handle.net/10803/9148.

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La idea principal d'aquesta tesis és la discussió sobre si les pràctiques presencials poden ser substituïdes per les no presencials utilitzant sistemes de teleformació.

Partint d'aquest concepte, les dues idees principals que s'aporten en aquesta tesi són
com un simulador pot cobrir l'ensenyament de la pràctica i quines directrius podem extraure per a l'ensenyament no presencial i la instrucció dins un laboratori virtual.

Conjuntament amb això, per donar solidesa a les conclusions que les dades ofereixen es fa una revisió de les teories de l'aprenentatge escollint les que més s'adiuen amb l'ensenyament de continguts procedimentals. Aquest marc teòric serà el que el permetrà donar directrius per a la creació de laboratoris virtuals en els estudis d'Enginyeria.

És finalitat d'aquest estudi mostrar que les actuacions docents i processos d'aprenentatge efectius, ho són perquè se sustenten en explicacions coherents que tenen a veure amb com el subjecte aprèn (i per tant com, a partir d'aquí, el docent ensenya).

S'ha de tenir present que aquesta tesi, a part del camí de recerca que obre i de les
aportacions que poden servir per treballs futurs, fa una revisió a fons de l'assignatura
d'Electrònica, seguint l'esquema de treball que hem exposat fins ara:

a) Revisió de la teoria precedent (aprenentatge, coneixement de conceptesabstractes)

b) Aplicació a la matèria i al centre en concret (apropament de la teoria a lapràctica docent quotidiana)

c) Validació experimental (disseny quasiexperimental i anàlisi de resultats)

d) Obtenció de directrius per al disseny instruccional
La idea principal de esta tesis es la discusión sobre si las prácticas presenciales pueden
ser sustituidas por las no presenciales utilizando sistemas de teleformación.

Partiendo de este concepto, las dos ideas principales que introducimos en esta tesis son
como un simulador puede cubrir la enseñanza de la práctica y que directrices podemos extraer para la enseñanza a distancia no presencial y la instrucción dentro de un
laboratorio virtual.

De igual forma, para dar solidez a las conclusiones que los datos ofrecen se hace una
revisión de las teorías del aprendizaje escogiendo las que más congenian con la
enseñanza de contenidos procedimentales. Este marco teórico será el que el permitirá
dar directrices para la creación de laboratorios virtuales en los estudios de Ingeniería.
Es finalidad de este estudio, mostrar que las actuaciones docentes y procesos de aprendizaje efectivos, lo son porque se sustentan en explicaciones coherentes que tienen a ver con la forma de cómo aprende el sujeto (y por tanto como, a partir de aquí, el docente enseña).

Hay que tener presente que esta tesis, además del camino de investigación que abre y de
las aportaciones que pueden servir para trabajos futuros, hace una revisión a fondo de la
asignatura de Electrónica, siguiendo el esquema de trabajo que hemos expuesto hasta
ahora:

a) Revisión de la teoría precedente (aprendizaje, conocimiento de conceptos abstractos)

b) Aplicación a la materia y al centro en concreto (acercamiento de la teoría a la
práctica docente cotidiana)

c) Validación experimental (diseño casi-experimental y análisis de resultados)

d) Obtención de directrices para al diseño instruccional
The main goal of this thesis is to discuss whether it is possible to substitute learning in a classroom setting for learning out of the classroom setting via online training systems.

Parting from this concept, the two main ideas this thesis deals with are how a simulator
can cover the teaching of practical aspects and the rules we can apply to non attended
learning and instruction within a virtual laboratory.

In order to provide solidity to the conclusions offered we have revised the theories on
learning, choosing those which are easier to apply to the teaching of practical contents.

This theoretical setting will allow us to provide instructions for the creation of virtual
laboratories within the Engineering studies.

Our aim is to show that effective teaching and learning processes are so because they are based on coherent explanations related to how the person learns (and how, parting from this, the teacher teaches).

Besides the doors it opens for research and the contributions it makes to future work,
this thesis does an in depth revision of the Electronics subject, following the work
process presented up to now:

a) Revision of previous theory (learning and knowledge of abstract concepts)

b) Application to the specific matter and centre (bringing theory closer to the daily teaching practice).

c) Experimental validation (nearly experimental design and results analysis)

d) Achievement of rules for instructional design

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Francàs, Forcada Queralt. "Procés de disseny d’escenaris didàctics per a l’ambientalització curricular en l’educació obligatòria." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/456213.

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La tesi doctoral “Procés de disseny d'escenaris didàctics per a l'ambientalització curricular en l'educació obligatòria” pretén contribuir a la incorporació de l'educació pel desenvolupament sostenible en el context educatiu català. Atenent aquesta finalitat es defineixen dos objectius de recerca: elaborar un instrument d'anàlisi dels escenaris didàctics per a l'ambientalització curricular i analitzar el procés de disseny d'escenaris didàctics per a l'ambientalització curricular en el professorat. Per tal d'assolir aquests objectius es desenvolupa una recerca emmarcada en el paradigma interpretatiu i amb un enfocament d’anàlisi qualitativa. En relació al primer objectiu, la recerca proposa un instrument que permet analitzar el procés de disseny dels escenaris didàctics per a l'AC així com la seva implementació. L'instrument s'organitza de nivell més global a més específic en categories, subcategories i descriptors. El resultat és un instrument compost per cinc categories, deu subcategories i trenta descriptors, que permet analitzar el procés de disseny i avaluar en termes generals els escenaris didàctics per a l'AC. Pel que fa a l'anàlisi del procés de disseny d'escenaris didàctics per a l'ambientalització curricular, referent al segon objectiu, es detecta una mobilització de certes característiques en els diferents moments del procés de disseny i en la posada en pràctica. Aquests resultats, conjuntament amb els diferents patrons que es detecten, ens permeten definir un seguit d'orientacions per afavorir el disseny d'escenaris didàctics per a l'AC. D'acord amb els resultats es pot afirmar que els escenaris didàctics per a l'AC definits esdevenen un enfocament didàctic que qualsevol professor, independentment de la realitat educativa, el nivell educatiu o la matèria, pot aplicar a l'aula. Es creu doncs que en la realitat que estem vivint és important introduir a les aules enfocaments com els que plantegen els escenaris didàctics per a l'AC. Aquests poden esdevenir una bona eina per a transformar l'educació i afavorir accions que permetin canviar la societat actual. Com a principals aportacions es destaca, a nivell teòric, el desenvolupament d'una proposta d'enfocament didàctic basada en els principis de la complexitat que incorpora l'ambientalització curricular. A nivell metodològic es destaca el desenvolupament d'un instrument d'anàlisi i un model de representació que permet tant als investigadors com els propis docents analitzar i avaluar els escenaris didàctics per a l'AC dissenyats. I per últim, a nivell didàctic la recerca aporta un seguit d'orientacions per tal d'avançar en la incorporació de l'ambientalització curricular en l'àmbit escolar.
The doctoral thesis "Design process of teaching and learning scenarios to develop curriculum greening processes in compulsory education" aims to contribute in the incorporation of education for sustainable development in the Catalan educational context. Given this purpose two research goals are defined: create a scenario analysis tool for teaching curriculum greening design process and analyze scenarios for teaching faculty in curriculum greening. To achieve these objectives the research is develop framed within the interpretative paradigm and a qualitative analysis approach. Regarding the first objective, the research proposes a tool to analyze the design process of teaching scenarios for the curriculum greening processes and its implementation. The instrument is organized from a global level into more specific categories, subcategories and descriptors. The result is an instrument composed by five categories, ten subcategories and thirty descriptors, to analyze and evaluate the design process in general educational scenarios for to curriculum greening processes. Focusing on the analysis of the process design scenarios for teaching curriculum greening, referring to the second objective, detects a mobilization of certain characteristics at different stages of the process design and implementation. These results, together with the different detected patterns, allow us to define a set of guidelines to encourage the design of educational scenarios for the curriculum greening processes. According to the results we can affirm that teaching scenarios for the curriculum greening are a didactic approach that any teacher can apply in the classroom, regardless of the educational reality, educational level or subject. Consequently, it is believed that in the reality we are living is important to introduce in the classroom the approaches for the curriculum greening processes as the proposed teaching scenarios. These can become a good tool to transform education and foster actions that allow a change in the society. As main contributions to the field we can highlight, at a theoretical level, the development of a proposed learning approach based on the principles of complexity incorporating curriculum greening. From a methodological point of view we can highlight the development of an analytical instrument and a representation model that allows both researchers and teachers analyze and evaluate their own teaching scenarios designed for the curriculum greening processes. Finally, concerning educational research this work provides a series of guidelines to advance in the incorporation of curriculum greening in schools.

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Albó, Laia. "Visual data-enriched design technology for blended learning." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668117.

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This doctoral thesis focuses on a gap identified in the literature by investigating how visual representations, authoring support, and data analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. The contributions lie in the research domain of Learning Technologies, and more specifically in the domains of Learning Design, Authoring Tools, Data Analytics, and Blended Learning. In particular, the thesis presents and discusses design principles, challenges, and implications for designing complex blended pedagogies, a visual analogy, and theoretical representation of these complex scenarios. Moreover, it advances the design and development of edCrumble, a data-enriched visual learning design authoring tool for educators. The thesis follows a design-based research approach involving co-creation processes. In doing so, the thesis also contributes with a co-creation case study that brings to light lessons learnt and challenges encountered during its implementation.
La present tesi doctoral es centra en investigar com les representacions visuals, el suport tecnològic i l’analítica de dades poden ajudar al professorat a dissenyar processos d’ensenyament-aprenentatge complexos que combinen l’ús de diferents espais, eines i recursos tecnològics, com per exemple els Cursos Massius i Oberts en Línia (MOOCs). Les contribucions s’emmarquen en el camp de la investigació en Tecnologies per a l’educació i, més concretament, en els camps de Tecnologies per al Disseny d’aprenentatge, Analítiques de dades i Aprenentatge combinat. En particular, la tesi contribueix amb principis de disseny, reptes i implicacions per a dissenyar pedagogies combinades que inclouen l’ús de tecnologia, així com amb una metàfora visual i una representació teòrica d’aquests escenaris complexos. A més a més, contribueix al disseny i al desenvolupament de l’edCrumble, una eina de disseny d’aprenentatge visual enriquit en dades per al professorat. La tesi segueix un enfocament de recerca basat en el disseny, que inclou processos de co-creació. En fer-ho, la tesi també contribueix amb un estudi de cas de co-creació aportant les lliçons apreses i els reptes que s'han trobat durant la seva implementació.
La presente tesis doctoral se centra en investigar como las representaciones visuales, el soporte tecnológico y la analítica de datos pueden ayudar al profesorado a diseñar procesos de enseñanza-aprendizaje complejos que combinan el uso de diferentes espacios, herramientas y recursos tecnológicos, como por ejemplo los cursos en línea masivos i abiertos (MOOCs). Las contribuciones se enmarcan en el campo de investigación de las Tecnologías para la Educación y, más concretamente, en los campos de Tecnologías para el Diseño de aprendizaje, Analíticas de datos y Aprendizaje combinado. En particular, la tesis contribuye con principios de diseño, retos e implicaciones para el diseño de pedagogías combinadas que incluyen el uso de tecnología, así como una metáfora visual y una representación teórica de estos escenarios complejos. Además, contribuye al diseño y desarrollo de edCrumble, una herramienta de diseño de aprendizaje visual enriquecido con datos para el profesorado. La tesis sigue una metodología de investigación basado en el diseño, que incluye procesos de co-creación. En consecuencia, la tesis también contribuye con un estudio de caso de co-creación aportando las lecciones aprendidas y los retos que se han encontrado durante su implementación.

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Distel, Felix [Verfasser], Franz [Akademischer Betreuer] Baader, and Gerd [Akademischer Betreuer] Stumme. "Learning Description Logic Knowledge Bases from Data Using Methods from Formal Concept Analysis / Felix Distel. Gutachter: Gerd Stumme. Betreuer: Franz Baader." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://d-nb.info/1067189467/34.

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Gómez, Ardila Sergio Eduardo. "Learning design implementation in context-aware and adaptive mobile learning." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/116492.

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Mobile learning (m-learning) is still in its infancy, and great efforts should be made so as to investigate the potentials of an educational paradigm shift from the traditional one-size-fits-all teaching approaches to an adaptive learning that can be delivered via mobile devices. Thus, the next challenge has been identified from this implication: How learning design can be implemented so as to benefit from the m-learning characteristics and achieve adaptation and personalization of the individual learning process in different contexts? An important factor for achieving personalized and adaptive m-learning has been the pedagogically meaningful and technically feasible processing of learners’ contextual information. Therefore in this work, design and delivery of personalized educational scenarios are suggested to be re-thought so as to benefit from the affordances of mobile technologies and the learners’ context
El aprendizaje móvil (m-learning) se encuentra todavía en su infancia y grandes esfuerzos se deben hacer para investigar el cambio de paradigma educativo, desde la forma de enseñanza tradicional de 'un modelo único para todos' a un aprendizaje adaptativo que se pueda entregar a través de dispositivos móviles. De esta manera, el siguiente desafío ha sido identificado por esta implicación: ¿Cómo se puede implementar el diseño instruccional con el fin de beneficiarse de las características del m-learning y lograr la adaptación y personalización del proceso de aprendizaje personal en diferentes contextos? Un importante factor para lograr un m-learning personalizado y adaptable ha sido el procesamiento de la información contextual de los estudiantes. Por lo tanto, en este trabajo se sugiere que sean re-pensados el diseño y la entrega de escenarios educativos orientados a la personalización del aprendizaje y que se beneficien de las potencialidades de las tecnologías móviles y el contexto de los estudiantes

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Books on the topic "Disney Learning"

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Learning, Disney. Disney Learning: The alphabet. [Ashland, OH]: Bendon Publishing, 2004.

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International, Bendon Publishing. Disney learning addition and subtraction. Ashland, OH: Bendon Publishing International, 2004.

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Galvin, Laura Gates. Counting in the clubhouse: Early learning. New York: Sandy Creek, 2009.

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Press, Disney, ed. Disney Junior encyclopedia: 289 facts for learning fun! [New York ]: Disney Press, 2011.

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Learning from Mickey, Donald and Walt: Essays on Disney's edutainment films. Jefferson, N.C: McFarland, 2011.

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Inc), Chelsea Gillian Grey and Laura Gates Galvin (for Disney Enterprises. Disney Princess ABCs and 123s: Carry Tune CD & Book. Norwalk, CT, USA: Studio Mouse Imprint of Trudy Corp., 2007.

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TinkerBell: A Fairy Tale. New York, USA: Random House Children's Books, a div. of Random House Inc., 2008.

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Sheryl, Kahn, ed. Disney's family story collection: 75 fables for living, loving & learning. New York: Disney Press, 1998.

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Ces élèves en difficulté qui se disent d'abord curieux du maître. Paris: L'Harmattan, 2011.

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Editors of Silver Dolphin en Espanol. Disney Learning: Animales (Disney Learning: Animals) (Disney Learning). Silver Dolphin en Espanol, 2006.

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Book chapters on the topic "Disney Learning"

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Madej, Krystina, and Newton Lee. "Learning to Navigate Features." In Disney Stories, 63–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42738-2_7.

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Abdul, Haseeb Muhammad, Ristić-Durrant Danijela, Gräser Axel, Banić Milan, and Stamenković Dušan. "Multi-DisNet: Machine Learning-Based Object Distance Estimation from Multiple Cameras." In Lecture Notes in Computer Science, 457–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34995-0_41.

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Peerzada, Sheeraz Ahmad, and Jitendra Seethalani. "Machine Learning and Its Implications on Educational Data Base (U-DISE)." In Smart Intelligent Computing and Applications, 291–300. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9690-9_29.

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"17 Walt Disney strategy." In Interdisciplinary Learning Activities, 71–73. Amsterdam University Press, 2018. http://dx.doi.org/10.1515/9789048540129-017.

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"Learning from Disney World." In Urban Design Reader, 131–38. Routledge, 2007. http://dx.doi.org/10.4324/9780080468129-21.

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"On the Count of Three: Magic, New Knowledge, and Learning at Walt Disney World." In Disney, Culture, and Curriculum, 209–22. New York : Routledge, 2016. | Series: Studies in curriculum: Routledge, 2016. http://dx.doi.org/10.4324/9781315661599-25.

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Essig, Laurie. "Learning to Love." In Love, Inc., 22–56. University of California Press, 2019. http://dx.doi.org/10.1525/california/9780520295018.003.0002.

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This chapter considers how we learn to love at an early age from a variety of cultural productions, such as Disney films and teen romance novels. It digs deep into the culture of Twilight and its more grown-up—if illegitimate—progeny, Fifty Shades of Grey, to argue that romance is primarily an economic fantasy, although one that relies on both white supremacy and patriarchal gender roles to make sense.

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"“This Is No Ordinary Apple!”: Learning to Fail Spectacularly from the Queer Pedagogies of Disney’s Diva Villains." In Disney, Culture, and Curriculum, 89–102. New York : Routledge, 2016. | Series: Studies in curriculum: Routledge, 2016. http://dx.doi.org/10.4324/9781315661599-15.

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Lillie, Jonathan, and Michelle Jones-Lillie. "Analyzing Disney's Early Exhibits as Installation Art Work." In Handbook of Research on Maximizing Cognitive Learning through Knowledge Visualization, 415–34. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8142-2.ch014.

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This chapter compares several Disney exhibits—particularly those narrativizing technological innovation—to immersive installation artwork in order to explore the importance of narrative and textual reference in creating powerful immersive installations as presentation of technological and scientific knowledge through multiple media. The narrative craft of exhibits such as the Ford Magic Skyway and GE Carousel of Progress, which Disney created for the 1964-65 World's Fair in New York, are compared to works within the genre of installation art, which has developed greatly since the 1960s. Similar to Disney, many artists have deployed immersive installation art exhibits to envelop audiences in a detailed aesthetic and conceptual narrative. Some educational institutions have also used experiential education installations, especially for teaching scientific concepts.

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Smith, Peter A., and Shelly Welch. "The Use of Smart Toys in Learning Games." In Advances in Game-Based Learning, 470–80. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9629-7.ch022.

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The use of toys and videogames in learning is becoming more and more established as mediums, however, the interaction between smart toys and videogames for learning is a wholly new endeavor. With the advent of new games like Activision's Skylanders, and Disney Infinity, kids are being introduced to a new level of interaction between the real and virtual. The ability to create stories in the virtual and relive them in the real, or vice versa, is changing the way kids are playing. Applying these technologies to learning games is the next logical step in the advancement of learning games for kids. This chapter will explore what smart toys are, how they are being used, and future applications of the technology.

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Conference papers on the topic "Disney Learning"

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Ordóñez López, Pilar, and Rosa Agost. "Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5309.

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Due to the practice-oriented nature of Translation and Interpreting study programmes, students are generally assumed to have a reluctant attitude towards the study of theory. However, previous empirical research allows us to dispel this myth: students are aware of the contribution of translation theory to their education as future translators. Taking into account students' needs and expectations, in this paper emphasis is placed on curricular design. A critical examination of the syllabi of Translation Theory subjects, focusing on learning outcomes and teaching methodology, reveals some (mis)matches between teaching planning and the students' expectations. The results obtained show a relatively high degree of coincidence between these two aspects on the one hand, while also highlighting some inaccuracies in the teaching planning of these subjects on the other. These two aspects should be considered a starting point for a revision of the curricular design in order to present an accurate description of the subject by means of an adequate explanation of the intended learning outcomes and teaching methodology, and in order to provide students with significant and useful insights into the theoretical dimension of translation.

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