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100%: Tchounikine, Pierre: Computer Science and Educational Software Design (ISBN: 9783642443121) 2014, in Englisch, Taschenbuch.Nur diese Ausgabe anzeigen…
100%: Pierre Tchounikine: Computer Science and Educational Software Design (ISBN: 9783642200038) 2011, in Englisch, Taschenbuch.Nur diese Ausgabe anzeigen…
93%: Pierre Tchounikine: Computer Science and Educational Software Design: A Resource For Multidisciplinary Work In Technology Enhanced Learning: A Resourc (ISBN: 9783642200021) in Englisch, Broschiert.Nur diese Ausgabe anzeigen…
Computer Science and Educational Software Design - 16 Angebote vergleichen
| Preise | 2015 | 2023 |
|---|---|---|
| Schnitt | € 118,59 | € 76,66 |
| Nachfrage |
1
Computer Science and Educational Software Design
EN NWISBN: 9783642443121 bzw. 3642443125, in Englisch, Springer Berlin, neu.
Developing educational software requires thinking, problematizing, representing, modeling, implementing and analyzing pedagogical objectives and issues, as well as conceptual models and software architectures. Computer scientists face the difficulty of understanding the particular issues and phenomena to be taken into account in educational software projects and of avoiding a naïve technocentered perspective. On the other hand, actors with backgrounds in human or social sciences face the difficulty of understanding software design and implementation issues, and how computer scientists engage in these tasks. Tchounikine argues that these difficulties cannot be solved by building a kind of “general theory” or “general engineering methodology” to be adopted by all actors for all projects: educational software projects may correspond to very different realities, and may be conducted within very different perspectives and with very different matters of concern. Thus the issue of understanding each others’ perspectives and elaborating some common ground is to be considered in context, within the considered project or perspective. To this end, he provides the reader with a framework and means for actively taking into account the relationships between pedagogical settings and software, and for working together in a multidisciplinary way to develop educational software. His book is for actors engaged in research or development projects which require inventing, designing, adapting, implementing or analyzing educational software. The core audience is Master’s and PhD students, researchers and engineers from computer science or human and social sciences (e.g., education, psychology, pedagogy, philosophy, communications or sociology) interested in the issues raised by educational software design and analysis and in the variety of perspectives that may be adopted. Pierre Tchounikine, 23.5 cm x 15.5 cm x 1.1 cm mm, Schulbedarf.
2
Computer Science and Educational Software Design
EN NWISBN: 9783642443121 bzw. 3642443125, in Englisch, Springer Berlin, neu.
Developing educational software requires thinking, problematizing, representing, modeling, implementing and analyzing pedagogical objectives and issues, as well as conceptual models and software architectures. Computer scientists face the difficulty of understanding the particular issues and phenomena to be taken into account in educational software projects and of avoiding a naïve technocentered perspective. On the other hand, actors with backgrounds in human or social sciences face the difficulty of understanding software design and implementation issues, and how computer scientists engage in these tasks. Tchounikine argues that these difficulties cannot be solved by building a kind of “general theory” or “general engineering methodology” to be adopted by all actors for all projects: educational software projects may correspond to very different realities, and may be conducted within very different perspectives and with very different matters of concern. Thus the issue of understanding each others’ perspectives and elaborating some common ground is to be considered in context, within the considered project or perspective. To this end, he provides the reader with a framework and means for actively taking into account the relationships between pedagogical settings and software, and for working together in a multidisciplinary way to develop educational software. His book is for actors engaged in research or development projects which require inventing, designing, adapting, implementing or analyzing educational software. The core audience is Master’s and PhD students, researchers and engineers from computer science or human and social sciences (e.g., education, psychology, pedagogy, philosophy, communications or sociology) interested in the issues raised by educational software design and analysis and in the variety of perspectives that may be adopted. 23.5 x 15.5 x 1.1 cm, Schulbedarf.
3
Computer Science and Educational Software Design
EN NWISBN: 9783642443121 bzw. 3642443125, in Englisch, Springer Berlin, neu.
Developing educational software requires thinking, problematizing, representing, modeling, implementing and analyzing pedagogical objectives and issues, as well as conceptual models and software architectures. Computer scientists face the difficulty of understanding the particular issues and phenomena to be taken into account in educational software projects and of avoiding a naïve technocentered perspective. On the other hand, actors with backgrounds in human or social sciences face the difficulty of understanding software design and implementation issues, and how computer scientists engage in these tasks. Tchounikine argues that these difficulties cannot be solved by building a kind of “general theory” or “general engineering methodology” to be adopted by all actors for all projects: educational software projects may correspond to very different realities, and may be conducted within very different perspectives and with very different matters of concern. Thus the issue of understanding each others’ perspectives and elaborating some common ground is to be considered in context, within the considered project or perspective. To this end, he provides the reader with a framework and means for actively taking into account the relationships between pedagogical settings and software, and for working together in a multidisciplinary way to develop educational software. His book is for actors engaged in research or development projects which require inventing, designing, adapting, implementing or analyzing educational software. The core audience is Master’s and PhD students, researchers and engineers from computer science or human and social sciences (e.g., education, psychology, pedagogy, philosophy, communications or sociology) interested in the issues raised by educational software design and analysis and in thevariety of perspectives that may be adopted. 23.5 x 15.5 x 1.1 cm, Schulbedarf.
4
Symbolbild
Computer Science and Educational Software Design. A Resource for Multidisciplinary Work in Technology Enhanced Learning (2014)
DE PB NWISBN: 9783642443121 bzw. 3642443125, in Deutsch, Springer, Taschenbuch, neu.
Von Händler/Antiquariat, Herb Tandree Philosophy Books [17426], Stroud, GLOS, United Kingdom.
9783642443121 Paperback, This listing is a new book, a title currently in-print which we order directly and immediately from the publisher.
9783642443121 Paperback, This listing is a new book, a title currently in-print which we order directly and immediately from the publisher.
5
Symbolbild
Computer Science and Educational Software Design (2014)
DE PB NW RPISBN: 9783642443121 bzw. 3642443125, in Deutsch, Springer Okt 2014, Taschenbuch, neu, Nachdruck.
Lieferung aus: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, AHA-BUCH GmbH [51283250], Einbeck, Germany.
This item is printed on demand - Print on Demand Titel. Neuware - Developing educational software requires thinking, problematizing, representing, modeling, implementing and analyzing pedagogical objectives and issues, as well as conceptual models and software architectures. Computer scientists face the difficulty of understanding the particular issues and phenomena to be taken into account in educational software projects and of avoiding a naïve technocentered perspective. On the other hand, actors with backgrounds in human or social sciences face the difficulty of understanding software design and implementation issues, and how computer scientists engage in these tasks. Tchounikine argues that these difficulties cannot be solved by building a kind of general theory or general engineering methodology to be adopted by all actors for all projects: educational software projects may correspond to very different realities, and may be conducted within very different perspectives and with very different matters of concern. Thus the issue of understanding each others perspectives and elaborating some common ground is to be considered in context, within the considered project or perspective. To this end, he provides the reader with a framework and means for actively taking into account the relationships between pedagogical settings and software, and for working together in a multidisciplinary way to develop educational software. His book is for actors engaged in research or development projects which require inventing, designing, adapting, implementing or analyzing educational software. The core audience is Master s and PhD students, researchers and engineers from computer science or human and social sciences (e.g., education, psychology, pedagogy, philosophy, communications or sociology) interested in the issues raised by educational software design and analysis and in the variety of perspectives that may be adopted. 180 pp. Englisch.
Von Händler/Antiquariat, AHA-BUCH GmbH [51283250], Einbeck, Germany.
This item is printed on demand - Print on Demand Titel. Neuware - Developing educational software requires thinking, problematizing, representing, modeling, implementing and analyzing pedagogical objectives and issues, as well as conceptual models and software architectures. Computer scientists face the difficulty of understanding the particular issues and phenomena to be taken into account in educational software projects and of avoiding a naïve technocentered perspective. On the other hand, actors with backgrounds in human or social sciences face the difficulty of understanding software design and implementation issues, and how computer scientists engage in these tasks. Tchounikine argues that these difficulties cannot be solved by building a kind of general theory or general engineering methodology to be adopted by all actors for all projects: educational software projects may correspond to very different realities, and may be conducted within very different perspectives and with very different matters of concern. Thus the issue of understanding each others perspectives and elaborating some common ground is to be considered in context, within the considered project or perspective. To this end, he provides the reader with a framework and means for actively taking into account the relationships between pedagogical settings and software, and for working together in a multidisciplinary way to develop educational software. His book is for actors engaged in research or development projects which require inventing, designing, adapting, implementing or analyzing educational software. The core audience is Master s and PhD students, researchers and engineers from computer science or human and social sciences (e.g., education, psychology, pedagogy, philosophy, communications or sociology) interested in the issues raised by educational software design and analysis and in the variety of perspectives that may be adopted. 180 pp. Englisch.
6
Symbolbild
Computer Science and Educational Software Design: A Resource for Multidisciplinary Work in Technology Enhanced Learning (Paperback) (2014)
DE PB NW RPISBN: 9783642443121 bzw. 3642443125, in Deutsch, Springer-Verlag Berlin and Heidelberg GmbH Co. KG, Germany, Taschenbuch, neu, Nachdruck.
Von Händler/Antiquariat, The Book Depository EURO [60485773], London, United Kingdom.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
7
Computer Science and Educational Software Design (2011)
~EN PB NWISBN: 9783642200038 bzw. 3642200036, vermutlich in Englisch, Springer Berlin Heidelberg, Taschenbuch, neu.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
8
Computer Science and Educational Software Design (2011)
DE NWISBN: 9783642200038 bzw. 3642200036, in Deutsch, Springer, Berlin/Heidelberg/New York, NY, Deutschland, neu.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, Versandkostenfrei.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
9
Computer Science and Educational Software Design
~EN PB NWISBN: 9783642443121 bzw. 3642443125, vermutlich in Englisch, Springer Nature, Taschenbuch, neu.
Lieferung aus: Österreich, Lagernd, zzgl. Versandkosten.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
10
Computer Science and Educational Software Design
~EN NW EB DLISBN: 9783642200038 bzw. 3642200036, vermutlich in Englisch, Springer Shop, neu, E-Book, elektronischer Download.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, Lagernd, zzgl. Versandkosten.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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