British journal of educational technology

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  Año 2018, Vol. 49, Número 6

  • Teachers as designers of TEL interventions.

    Donatella Persico, Francesca Pozzi, Peter Goodyear

    • Resumen

    págs. 975-980

    

  • A critical analysis of technology‐enhanced learning design frameworks.

    Matt Bower, Panos Vlachopoulos

    • Resumen

    págs. 981-997

    

  • Exploring teachers' needs and the existing barriers to the adoption of Learning Design methods and tools: A literature survey.

    Francesca Maria Dagnino, Ioannis Dimitriadis Damoulis, Francesca Pozzi, Juan I. Asensio-Pérez, Bartolomé Rubia Avi

    • Resumen
    • Texto completo

    págs. 998-1013

    

  • Towards sustainable technology‐enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice.

    Sue Bennett, Lori Lockyer, Shirley Agostinho

    • Resumen

    págs. 1014-1026

    

  • Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy.

    Giang N. H. Nguyen, Matt Bower

    • Resumen

    págs. 1027-1043

    

  • Using technology to develop teachers as designers of TEL: Evaluating the learning designer.

    Diana Laurillard, Eileen Kennedy, Patricia Charlton, Joanna Wild, Dionisis Dimakopoulos

    • Resumen

    págs. 1044-1058

    

  • Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint.

    Michail Boloudakis, Symeon Retalis, Yannis Psaromiligkos

    • Resumen

    págs. 1059-1076

    

  • Teacher‐led inquiry in technology‐supported school communities

    Konstantinos Michos, Davinia Hernández-Leo, Laia Albó

    • Resumen

    págs. 1077-1095

    

  • Learn‐CIAN: A visual language for the modelling of group learning processes.

    Ana I. Molina Díaz, Yoel Arroyo, Carmen Lacave Rodero, Miguel Ángel Redondo Duque

    • Resumen

    págs. 1096-1112

    

  • Human‐centred design to empower "teachers as designers".

    Muriel Garreta‐Domingo, Peter B. Sloep, Davinia Hernández-Leo

    • Resumen

    págs. 1113-1130

    

  • Developing digital pedagogy through learning design: An activity theory perspective.

    Cathy Lewin, Sue Cranmer, Sarah McNicol

    • Resumen

    págs. 1131-1144

    

  • Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile‐assisted seamless learning.

    Yael Kali, Keren‐Sarah Levy, Rachel Levin‐Peled, Tali Tal

    • Resumen

    págs. 1145-1161

    

  • Responsive learning design: Epistemic fluency and generative pedagogical practices.

    Yishay Mor, Rotem Abdu

    • Resumen

    págs. 1162-1173