Bibliografías temáticas / Networked teaching and learning

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Literatura académica sobre el tema "Networked teaching and learning"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Networked teaching and learning"

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Joksimovic, Srecko, Dragan Gasevic, and Marek Hatala. "Learning Analytics for Networked Learning Models." Journal of Learning Analytics 1, no. 3 (December 24, 2014): 191–94. http://dx.doi.org/10.18608/jla.2014.13.20.

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Teaching and learning in networked setting has attained a significant amount of attention recently. The central topic of networked learning research is human-human and human-information interactions that occur within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach in analyzing their effects. Therefore, the main goal of this research is the development of a theoretical model that allows for a comprehensive and scalable analysis of how and why learners engage into collaboration in networked communities. The pr
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Bohne, Christoph, Friedhelm Eicker, and Gesine Haseloff. "Competence-based vocational education and training (VET)." European Journal of Training and Development 41, no. 1 (January 3, 2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.

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Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies
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Xu, Ling, and Wei He. "Networked Learning Community Construction Based on Instant Messaging Software." Advanced Materials Research 971-973 (June 2014): 1663–66. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.1663.

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The development of network technology is changing our teaching. Specially, the network has become an important tool of resource sharing, which greatly improved the efficiency of information retrieval. But, the interactive function of network has not obtained the very good play in teaching. With the collaboration of learning features and instant messaging software, analyzes the teaching function of instant messaging software, puts forward the scheme of network learning community construction through instant messaging software, construct learning-centered teaching.
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Xalima, Ahmedova. "TEACHING COMPETENCIES IN TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION SYSTEM." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 49–52. http://dx.doi.org/10.55640/eijmrms-02-11-14.

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The rise of the borderless world and networked organizations, as well as, the almost irreversible phenomenon of increased movement of workers, students, visitors and retirees to overseas destinations, has made inter-cultural competence a compelling proposition. This article clarifies the definition of cross-cultural competence in the context of adult learning and discusses the essential elements of cultural competence. The paper also outlines the reason that requires teachers in adult education to be culturally competent themselves.
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Mantai, Lilia, and Elaine Huber. "Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes." Journal of Management Education 45, no. 5 (February 13, 2021): 715–38. http://dx.doi.org/10.1177/1052562920984506.

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As student enrolments grow and student diversity increases in many areas of higher education, faculty face challenges to support and ensure individual student learning and development. At the same time, active and experiential approaches to learning are recognized for their potential to develop autonomy and critical thinking, among other valuable skills. However, such approaches are challenging to implement at scale and alter the educator’s role from a directive one to a more facilitating role. This article reports on a questionnaire with 66 business academics at a large Australian metropolita
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Wang, Yujia. "Exploration on the Operation Status and Optimization Strategy of Networked Teaching of Physical Education Curriculum Based on AI Algorithm." International Journal of Information Technologies and Systems Approach 16, no. 3 (January 27, 2023): 1–15. http://dx.doi.org/10.4018/ijitsa.316892.

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Artificial Intelligence (AI) and networked teaching have made great progress in recent years, especially the application of AI algorithms in teaching, which has been relatively mature. The online teaching of physical education (PE) courses is an important practice of networked teaching, but many colleges and universities ignore the importance of AI when carrying out such teaching work. Many colleges and universities have not played a good role in AI in teaching, which leads to inefficient PE teaching and low learning enthusiasm of students.
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Kontopoulos, Ourania, Vivian Ford, and Stacy Roth. "Collaborative Teaching and Learning in a Networked Course Setting." Community & Junior College Libraries 14, no. 1 (January 2007): 63–73. http://dx.doi.org/10.1300/j107v14n01_07.

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Cheng, Tung Lai. "Applying networked learning to improve learner interactions: A new paradigm of teaching and learning in ODL." Asian Association of Open Universities Journal 8, no. 2 (September 1, 2013): 67–85. http://dx.doi.org/10.1108/aaouj-08-02-2013-b006.

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Historically, much of online distance education has been plagued by issues such as a lack of participant interaction from learner-to-learner or learner-to-instructor. With the development of Web 2.0 and the recent emergence of social media sites, there are new opportunities for distance learners to practise 21st-century skills in collaboration, knowledge sharing and developing critical thinking. General interest regarding networked learning pedagogies has shifted to the use of social media tools as a replacement tool to enhance student learning in the Web 2.0 environment. The integration and u
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Jauregi, Kristi, Rick De Graaff, and Huub van den Bergh. "Learning by doing: Promoting language teacher competencies for networked teaching and learning." Procedia - Social and Behavioral Sciences 34 (2012): 116–21. http://dx.doi.org/10.1016/j.sbspro.2012.02.024.

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Boyd, William, and Diane Newton. "Times of Change, Times of Turbulence." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 1–11. http://dx.doi.org/10.4018/ijcee.2011070101.

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Rapid changes in academic work environments raise ethical dilemmas in supporting students, implementing policies, and developing professional practice. New teaching technologies require academics to consider community aspects of learning and teaching and impacts on student learning in networked environments. This paper critically reflects on recent experience at a small Australian regional university adapting teaching- notably through on-line environments- to respond to student learning need diversity. Applying Shapiro’s use of the ethics of care, critique, justice and the profession to examin
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Tesis sobre el tema "Networked teaching and learning"

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Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2465.

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The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process,
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Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." University of Sydney, 2007. http://hdl.handle.net/2123/2465.

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Doctor of Philosophy<br>The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants
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Howard, Lyz. "An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124498/.

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Presented using performative writing in the form of an autonetnographic monograph, this research explores how analytic autonetnography (aANG), as an emerging eResearch methodology, might contribute to the field of networked learning (NL). As an experienced face-to-face teacher, yet neophyte online teacher, an examination of the literature to determine the key roles, attributes and characteristics of the online teacher highlighted a developmental chasm between doing online teaching and being an online teacher. With the intention to shift spaces from the classroom to online teaching, geographic
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Wu, Hao, and 吴颢. "SNS use in teaching and learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198865.

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Social Network Sites (SNSs) are increasingly influencing the academic and industry researchers intrigued by their affordances and settings. Although SNS has been claimed that it occupied too much of peoples’ daily lives by many researchers and scientists, the fact also demonstrates the growing use of SNS in education area, which proved that SNS has its unique pedagogical significance and potential to foster students’ learning experience. Used and promoted in many countries around the world, SNS is now not only serving as a social network environment (SNE) for people to communicate, but also a
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Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.

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Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes
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Corser, Kristy L. "Teaching and learning with cloud platforms in the primary school classroom." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/157473/1/Kristy_Corser_Thesis.pdf.

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This research investigated teaching and learning with Chromebook computers and Google's G Suite for Education in a Queensland year 5 primary school classroom. The research used Actor Network Theory and Communities of Practice theory to explore the material aspects of using technologies in the classroom, and how cloud-based technologies promote collaborative learning. Analysis of classroom practice revealed the potential advantages of using cloud platforms in education, while analysis of technology policies from the Federal government level to the classroom revealed misalignments in expectation
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LeNoue, Marvin Dale. "Educational Social Software: The Use of Social Network Sites for Teaching and Learning." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26833.

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Although social network sites (SNS) are in use by millions worldwide, the deployment of such sites as tools for teaching and learning is new. Topics related to the ways, means, and outcomes of SNS use in education and training contexts constitute a fresh research area within the field of educational technology. This mixed-methods research project gathered information regarding the use of SNS in education and training settings. Respondents to an Internet survey showed familiarity with a range of social media software, and several had used social network sites including Facebook, Ning, and MySpa
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Leong, Jacina T. "'When you can't envision, you can't give permission': learning and teaching through a STEAM network." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103761/1/Jacina_Leong_Thesis.pdf.

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This thesis proposes a framework for learning and teaching through an interdisciplinary STEAM (Science, Technology, Engineering, Arts, Mathematics) network. The framework was developed from teaching experience, interviews with STEAM institutions and practitioners, and practice-led research in the field. The thesis recommends adopting practices seen in STEAM initiatives in North America to rapidly developing Australian experiences, approaches, attitudes and motivations for STEAM education, and advocates the implementation of open studio art educational models to help shape new pedagogical exper
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Fraser, Katie C. "Homework through a network : designing technologies to support learning activities within the home and between home and school." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10658/.

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Government policy and academic research both talk about transforming learning through networked technologies – sharing newly available information about the learning context with new partners to support lifelong learning activities, and giving learners increased power and autonomy. This thesis examines how such learning opportunities might be supported. In order to ground these learning opportunities in current educational activity it studies homework, which is an example of a learning activity that spans multiple contexts and the current roll-out point of networked technologies in UK schools.
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Voss, Gleizer Bierhalz. "TCN5 - TEACHING COMPUTER NETWORKS IN A FREE IMMERSIVE VIRTUAL ENVIRONMENT." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/5425.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Teaching technical themes in the area of Computer Networks involves difficult concepts to be understood in the traditional educational way, i.e. statically. At the same time, technological advances have created many opportunities in education, requiring the development of new pedagogical practices that contribute to the process of teaching and learning. The creation of immersive virtual environments and the addressing of issues related to context-aware computing can support this process. For that, in this dissertation it was develo
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Libros sobre el tema "Networked teaching and learning"

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Conole, Gráinne, Tomaž Klobučar, Christoph Rensing, Johannes Konert, and Elise Lavoué, eds. Design for Teaching and Learning in a Networked World. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3.

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author, Duncanson-Hales Christopher, and Lester, G. Brooke, 1966- author, eds. Effective social learning: A collaborative, globally-networked pedagogy. Minneapolis MN: Fortress Press, 2014.

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Teaching & learning materials & the Internet. 3rd ed. London: Kogan Page, 2001.

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Lever-Duffy, Judy. Teaching and learning with technology. 4th ed. Boston: Pearson/Allyn and Bacon, 2011.

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Lever-Duffy, Judy. Teaching and learning with technology. 4th ed. Boston: Pearson/Allyn and Bacon, 2011.

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B, Thurber Bonnie, ed. Literacy learning in networked classrooms: Using the internet with middle-level students. Newark, DE: International Reading Association, 2006.

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Lever-Duffy, Judy. Teaching and learning with technology. Boston: Allyn and Bacon, 2003.

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Lever-Duffy, Judy. Teaching and learning with technology. Boston: Allyn and Bacon, 2003.

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Lever-Duffy, Judy. Teaching and learning with technology. 3rd ed. Boston: Pearson/Allyn and Bacon, 2008.

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Teaching and learning materials and the Internet. 2nd ed. London: Kogan Page, 1998.

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Capítulos de libros sobre el tema "Networked teaching and learning"

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Salmon, Gilly. "Approaches to Researching Teaching and Learning Online." In Networked Learning: Perspectives and Issues, 195–212. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0181-9_11.

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Luo, Qiongjie, and Haiping Du. "Networked Teleoperation Applied in Mobile Teaching: Study." In Handbook of Mobile Teaching and Learning, 487–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-54146-9_56.

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Hammond, Nick, Annie Trapp, and Catherine Bennett. "Small Group Teaching across the Disciplines: Setting the Context for Networked Learning." In Networked Learning: Perspectives and Issues, 243–52. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0181-9_14.

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Strobl, Josef. "UNIGIS - Networked Learning over a Distance." In Teaching Geographic Information Science and Technology in Higher Education, 383–94. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch24.

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Luo, Qiongjie, and Haiping Du. "Study on Networked Teleoperation Applied in Mobile Teaching." In Handbook of Mobile Teaching and Learning, 1–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-41981-2_56-1.

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Luo, Qiongjie, Haiping Du, and Jun Hu. "Study on Networked Teleoperation Applied in Mobile Teaching." In Handbook of Mobile Teaching and Learning, 1–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_56-2.

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Luo, Qiongjie, Haiping Du, and Jun Hu. "Study on Networked Teleoperation Applied in Mobile Teaching." In Handbook of Mobile Teaching and Learning, 359–70. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_56.

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Jovanović, Ana S., and Greta Goetz. "Teleological Fictions: Making Up the Ends of a Networked Course." In Teaching and Learning to Co-create, 121–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72718-5_10.

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Petrushyna, Zinayida, Ralf Klamma, and Milos Kravcik. "On Modeling Learning Communities." In Design for Teaching and Learning in a Networked World, 254–67. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_19.

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Menchaca, Iratxe, Mariluz Guenaga, and Josu Solabarrieta. "Project-Based Learning: Methodology and Assessment Learning Technologies and Assessment Criteria." In Design for Teaching and Learning in a Networked World, 601–4. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_68.

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Actas de conferencias sobre el tema "Networked teaching and learning"

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Cutajar, Maria, and Matthew Montebello. "Impacting Networked Technologies on Teaching Practices." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8066.

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Networked technologies are found permeating all work and life activities even in the education realm. Today’s networked technologies are changing the way we interact within the online environment and amongst themselves. Networked technologies have unleashed a plethora of possibilities for educators to take advantage of by employing them as part of their teaching practices. In this paper are presented findings related to how academics are experiencing networked technologies for teaching and their relation to learning. A phenomenographic approach and subsequently a quantitative stance was employ
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Carlsson, Rolf, Göran Karlsson, and Bengt Olsen. "Networked PBL teaching the teacher on flexible learning (poster)." In The supplemental proceedings of the conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/266057.266183.

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Sanchez-Lozano, Carlos. "Networked Learning Dynamics in Online Instruction: An Action Research Study." In 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.119.

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Yu, Ke, Xiaoping Zhu, and Yihua Du. "Integrated Mode Design and Analysis of Networked Learning and PBL Teaching." In 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.76.

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Woodward, Clare. "Internet not Available! Using Offline Networked Learning to Enhance Teachers’ School-Based Continuing Professional Development in Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6083.

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Access to effective Continuing Professional Development can be difficult for teachers in sub-Saharan Africa, impacting their capacity to learn from best practice and improve their teaching approaches. Internet and cellphone services are seen as potential solutions, offering digital resources and online training. However, these are hindered by limited or expensive network coverage, leaving poorer-resourced and more remote schools behind. // Zambian Education School-based Training (ZEST) has trialled an innovative approach for teachers: an offline networked learning approach. Deploying low-cost,
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Nhu, Pham Thi Huynh. "A Survey on Student’s Application for Using Smartphones in Learning at HCM City University of Food Industry." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.29.

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Nowadays, smartphone use is popular among universities both inside and outside of teaching institutions. The purpose of this research project is to investigate students' applications for using smartphones in learning. This will help students have more support in their learning. It has many positive sides. For example, most students can use many useful applications to serve their learning; it will be more effective. The percentage of students who use their phones to study is quite high, and it is also used to go on social networks, text or call in their spare time. In addition, there are also n
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Cutajar, Maria. "EXPLORING OPEN AND NETWORKED LEARNING AND TEACHING IN HIGHER EDUCATION: AN UNFOLDING ENTERPRISE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0993.

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Mehnen, Lars, Birgit Pohn, Matthias Blaickner, Thomas Mandl, and Isabel Dregely. "Teaching & Learning Analytics for Data-Based Optimization of Teaching and Learning Processes in Courses with Blended Learning." In 2022 International Conference on Software, Telecommunications and Computer Networks (SoftCOM). IEEE, 2022. http://dx.doi.org/10.23919/softcom55329.2022.9911349.

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Okuhara, Shun, Takanobu Otsuka, Takuya Yoshimura, Raiye Hailu, and Takayuki Ito. "Teaching Method Based on Learning Networks." In 2012 IEEE 14th International Conference on Commerce and Enterprise Computing (CEC). IEEE, 2012. http://dx.doi.org/10.1109/cec.2012.31.

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Wang Kechao, Tiantian Wang, Zong Mingkui, and Wang Zhifei. "An ecological network teaching-learning environment." In 2011 International Conference on Computer Science and Network Technology (ICCSNT). IEEE, 2011. http://dx.doi.org/10.1109/iccsnt.2011.6181981.

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Informes sobre el tema "Networked teaching and learning"

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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-proc
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Balyk, Nadiia, Yaroslav Vasylenko, Vasyl Oleksiuk, and Galina Shmyger. Designing of Virtual Cloud Labs for the Learning Cisco CyberSecurity Operations Course. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3177.

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The article is devoted to the study of the problem of the cybersecurity basics teaching. The training of the ICT-specialties students using the course “CCNA Cyber Operations” of the network academy Cisco is considered. At present, many universities have similar academies, while others can open them. On the basis of free software platforms Apache CloudStack and EVE-NG Community authors designed and implemented a virtual cloud laboratory. It operates according to the “IaaS” model. Thanks to the technology of embedded virtualization, the work of many virtual machines, storing of their status, tra
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Sur
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be in
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtua
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school
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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn, and Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225619.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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