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Book review: DYNAMICS OF THE RAILWAY VEHICLES (Romanian title: Dinamica vehiculelor feroviare) TREATISE by Ioan SEBESAN  [PDF]
Tudor SIRETEANU
INCAS Bulletin , 2012, DOI: 10.13111/2066-8201.2012.4.1.17
Abstract: Book reviews
Reviews
Diversos Autors
Llengua & Literatura , 2013, DOI: 10.2436/l&l.v0i0.65980
Abstract: Reviews and Critical Notices
Reviews  [cached]
Gabriel Jacobs
Research in Learning Technology , 1994, DOI: 10.3402/rlt.v2i1.9576
Abstract: The term typography refers to the style, arrangement, appearance, and design of typefaces and typeset material. In this book, Sassoon rightly assumes that typography now extends way beyond words printed on paper, and in particular to the world of computers, where alphanumeric information displayed on a screen is often as important as printed output. Both forms of typography are dealt with here. The book consists of eleven chapters, written by a variety of different authors, and grouped together into five main sections, each one covering a different aspect of typography.
Reviews  [cached]
Ramsey Baker,Philip Barker,Chris R. Jones,Kate Morss
Research in Learning Technology , 1999, DOI: 10.3402/rlt.v7i3.11568
Abstract: This book is written from the viewpoint that learning technology, although perceived of immense value, is not being exploited to its full potential, nor are its effects on student learning fully understood. Obtaining as accurate a picture as possible in order to correctly to influence policy and practice is an activity that is rightly receiving increased attention. No one could expect a 'how to do it' book for this subject area.as outcomes (be they of learning, cost-effectiveness or of more abstract influence) are dictated by a wide range of factors. Martin Oliver (from the LaTTD group at the University of North London) has gathered a wide range of interesting papers (derived from the Evaluation of Learning Technologies conference, 1998) to demonstrate the diversity of approaches in this field. The book comprises some 242 pages that are arranged into 14 chapters, written by those involved in related projects.
Reviews  [cached]
Philip Barker
Research in Learning Technology , 2001, DOI: 10.3402/rlt.v9i1.12021
Abstract: I must admit to a sense of anxiety when I see a title that contains the words 'formative evaluation'. I think: 'not another book telling me how teachers should be aware of the glaring difference between summative and formative assessment'.
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Philip Barker,Bruce Ingraham,Sarah Cornelius,Norman Woolley
Research in Learning Technology , 2002, DOI: 10.3402/rlt.v10i3.11423
Abstract: Teaching and Learning Online is a collection of seventeen papers divided into six sections. The papers have their origins in an 'expert' seminar held at the International Centre for Learner Managed Learning at Middlesex University, London. The seminar brought together a group of practitioners (academic, training and media) from around the world to consider progress to date and the future of learning and teaching online. For the purposes of the book 'online' is understood to include 'electronic means of distributing and engaging with learning' (ix) and only includes broadcast media to the degree that they overlap with 'the overall internet scenario' (ix). According to the book details of the original seminar are available from http:llwww.iclml.mdx.acuk/TLonline. Readers are invited to contribute to online discussion. However, at the time this review was written the Website was unavailable.
Reviews  [cached]
Philip Barker,Bruce Ingraham,Tony Cook,Peter Funnell
Research in Learning Technology , 1998, DOI: 10.3402/rlt.v6i1.11000
Abstract: There were two copy-editing blunders in Clive Betts's review, in ALT-J 5 (3), of Shirley Fletcher's Designing Competence-Based Training, one in paragraph 2 line 1, the other in paragraph 3 line 8. The errors (the result of the Editor, Gabriel Jacobs, trying to perform a final proof of the journal at lightning speed in order to meet the printing deadline, and not of any mistake on the part of either Philip Barker or the University of Wales Press) hardly affected meaning, but the fact that they appeared in a review of a book on competence makes the embarrassment all the more telling. The Editor apologizes, and thanks eagle-eyed readers. He has decided to read the book in the hope that such errors will not recur.
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Philip Barker,Kathy Buckner,Debra Fayter,Peter Dwyer
Research in Learning Technology , 1997, DOI: 10.3402/rlt.v5i2.10565
Abstract: For a variety of different reasons, increasing use is now being made of the Internet for the delivery of course materials and/or for the support of teaching and learning activities. The details of the mechanisms used will obviously vary from one situation to another, depending upon the types of problem to be addressed. These may involve mentoring, teaching, monitoring, recording, tutoring, assessing, and so on. In this book, the author attempts to review the educational and administrative considerations of offering courses, course materials or course delivery via the Internet.
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Philip Barker,Geoff Goolnik,Harish Ravat,Gordon Ritchie
Research in Learning Technology , 1999, DOI: 10.3402/rlt.v7i2.11541
Abstract: For many people, the terms 'multimedia' and 'Internet' are now quite familiar expressions that trigger many different thought patterns and associations. Very often, the associations that we make depend critically upon our backgrounds and prior experiences - particularly within hybrid areas such as multimedia, computing and information technology. Glossaries and dictionaries are therefore useful tools for providing a common level of meaning for the technical terms and jargon that we use in particular subject domains. This particular book offers a guide to the terminology associated with the Internet and multimedia applications.
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Philip Barker,Roger Lewis,Bruce Ingraham,Elaine Pearson
Research in Learning Technology , 2003, DOI: 10.3402/rlt.v11i3.11293
Abstract: three sets of capacities are needed by the learner: strong motivation, self-management and reflection. Of the three, most educators readily understand the need for motivation (though how to help learners with this remains problematic) and many resources, approaches and techniques exist to help learners develop self-management. The third requirement, capacity to reflect, is much less understood. So a book with the title 'reflective learning in practice' seems welcome.
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