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Development of German-Ukrainian cooperations for education and research in photogrammetry and laser scanning / Thomas Luhmann in Geo-spatial Information Science, vol 24 n° 1 (March 2021)
Titre : Development of German-Ukrainian cooperations for education and research in photogrammetry and laser scanning Type de document : Article/Communication Auteurs : Thomas Luhmann, Auteur Année de publication : 2021 Article en page(s) : pp 152 - 159 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] Allemagne
[Termes IGN] apprentissage en ligne
[Termes IGN] balayage laser
[Termes IGN] coopération internationale
[Termes IGN] enseignement supérieur
[Termes IGN] formation à distance
[Termes IGN] modélisation 3D
[Termes IGN] photogrammétrie
[Termes IGN] recherche scientifique
[Termes IGN] traitement de nuage de points
[Termes IGN] UkraineRésumé : (Auteur) Since 2011 an intensive international cooperation has been in place between the Institute for Applied Photogrammetry and Geoinformatics (IAPG) at the Jade University of Applied Sciences in Oldenburg, Germany, and various Ukrainian universities. Following an initial contact by Prof. Gottfried Konecny, the first visit was organized, and was followed by many more. In subsequent years an intensive cooperation was established particularly with the National University for Construction and Architecture (KNUCA) in Kiev. In addition to architects and civil engineers, KNUCA also trains geodesists, geo-information scientists and landscape planners. The cooperation today includes the reciprocal exchange of scientists and students, research projects, courses and cooperation at many other levels. In addition, a commercial company has been established, SPM3D LLC, which now employs more than 14 engineers in the field of 3D acquisition, point cloud processing and modeling. This article summarizes the history of the cooperation and presents the results of associated student projects. In addition, results of joint work on the development of a virtual laser scanner are presented, part of a German-Ukrainian initiative to digitize teaching. Numéro de notice : A2021-299 Affiliation des auteurs : non IGN Thématique : IMAGERIE/SOCIETE NUMERIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.1080/10095020.2020.1831891 Date de publication en ligne : 13/10/2020 En ligne : https://doi.org/10.1080/10095020.2020.1831891 Format de la ressource électronique : URL Article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97384
in Geo-spatial Information Science > vol 24 n° 1 (March 2021) . - pp 152 - 159[article]
Titre : Teacher Education Type de document : Monographie Auteurs : Ulas Kayapinar, Éditeur scientifique Editeur : London [UK] : IntechOpen Année de publication : 2021 ISBN/ISSN/EAN : 978-1-83969-289-5 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] apprentissage (cognition)
[Termes IGN] enseignement assisté par ordinateur
[Termes IGN] formation à distance
[Termes IGN] plateforme collaborative
[Termes IGN] réseau socialIndex. décimale : 16.40 Formation Résumé : (Editeur) Teacher education is an increasingly complex and challenging area of research and practice ultimately vital for generations. This book imparts insight and directions for both research and practice in teacher education. Chapters cover a variety of topics, such as collaborative teaching experiences, creativity education in curricula, innovations in science and technology in education, new techniques for learning and teaching subjects such as entrepreneurship, history, mathematics, science, technology, heritage, and early childhood education, and using online social platforms in education. Note de contenu :
1. Let’s Team Up! Measuring Student Teachers’ Perceptions of Team Teaching Experiences
By Loan De Backer, Mathea Simons, Wouter Schelfhout and Ellen Vandervieren
2. Development of Creative Thinking Skills in the Teaching-Learning Process
By Natalia Larraz-Rábanos
3. The Nature of Science and Technology in Teacher Education
By Bodil Svendsen
4. Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook
By Yaniv Biton and Ruti Segal
5. Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students
By Delfín Ortega-Sánchez and César Barba Alonso
6. Research Trends in the Measurement of Entrepreneurial Education: A Bibliographic Coupling Analysis
By Vanessa Pertuz and Luis Francisco Miranda
7. Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education
By Joyce Mathwasa and Lwazi Sibanda
8. Living Heritage Educational Experiences in a Pandemic Scenario. The Case Study of the Ethnomedicine Museum A. Scarpa
By Anna Siri
9. Disrupting Certainties: History Education for Informed Lived Citizenships
By Philippa A. HunterNuméro de notice : 26709 Affiliation des auteurs : non IGN Nature : Recueil / ouvrage collectif DOI : 10.5772/intechopen.94952 Date de publication en ligne : 22/09/2021 En ligne : https://doi.org/10.5772/intechopen.94952 Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=99473
Titre : Activer ses neurones pour mieux apprendre et enseigner : les 7 principes neuroéducatifs Type de document : Monographie Auteurs : Steve Masson, Auteur Editeur : Paris : Odile Jacob Année de publication : 2020 Importance : 255 p. Format : 15 x 22 cm ISBN/ISSN/EAN : 978-2-7381-5150-6 Note générale : Bibliographie Langues : Français (fre) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] apprentissage (cognition)
[Termes IGN] mémoire
[Termes IGN] méthode
[Termes IGN] neurone biologique
[Termes IGN] sciences cognitivesIndex. décimale : 16.40 Formation Résumé : (Editeur) Fondés sur une centaine de travaux récents en neurosciences, sept principes d'apprentissage pour développer le potentiel des enfants et des étudiants. Avec des exemples de pédagogie appliquée pour aider les parents, les enseignants et les formateurs. S'appuyant sur plus d'une centaine d'études fascinantes sur le cerveau et l'apprentissage, ce livre vous explique comment tirer profit de 7 principes simples pour apprendre de manière durable et efficace. Les élèves et les étudiants y trouveront des pistes précieuses pour mieux réussir à l'école ou à l'université ; les parents, une méthode claire pour accompagner leurs enfants dans leurs apprentissages ; les adultes, des solutions utiles pour améliorer leurs performances. Quant aux enseignants et aux formateurs, ils y découvriront des stratégies précises pour leurs cours ou leurs programmes. Apprendre et enseigner : les 7 principes neuroéducatifs pour l'école, le travail et la maison. Le livre de neuroéducation qui allie rigueur scientifique et mise en application concrète. Note de contenu :
Introduction
1. Activez les neurones liés à l'apprentissage visé
2. Activez les neurones à plusieurs reprises
3. Entraînez la récupération en mémoire
4. Elaborez des explications
5. Espacez l'activation des neurones
6. Maximisez la rétroaction
7. Cultivez un état d'esprit dynamique
ConclusionNuméro de notice : 26631 Affiliation des auteurs : non IGN Nature : Monographie Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=98725 Réservation
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Code-barres Cote Support Localisation Section Disponibilité 26631-01 16.40 Livre Centre de documentation Sciences sociales Disponible
Titre : Deeper learning, dialogic learning, and critical thinking : research-based strategies for the classroom Type de document : Guide/Manuel Auteurs : Emmanuel Manalo, Éditeur scientifique Editeur : Londres : Routledge Année de publication : 2020 Autre Editeur : Londres : Taylor & Francis Importance : 386 p. ISBN/ISSN/EAN : 978-0-429-32305-8 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] communication
[Termes IGN] enseignement supérieurRésumé : (Editeur) Deeper learning, dialogic learning, and critical thinking are essential capabilities in the 21st-century environments we now operate. Apart from being important in themselves, they are also crucial in enabling the acquisition of many other 21st-century skills/capabilities such as problem solving, collaborative learning, innovation, information and media literacy, and so on. However, the majority of teachers in schools and instructors in higher education are inadequately prepared for the task of promoting deeper learning, dialogic learning, and critical thinking in their students. This is despite the fact that there are educational researchers who are developing and evaluating strategies for such promotion. The problem is bridging the gap between the educational researchers’ work and what gets conveyed to teachers and instructors as evidence-based, usable strategies. This book addresses that gap: in it, leading scholars from around the world describe strategies they have developed for successfully cultivating students’ capabilities for deeper learning and transfer of what they learn, dialogic learning and effective communication, and critical thought. They explore connections in the promotion of these capabilities, and they provide, in accessible form, research evidence demonstrating the efficacy of the strategies. They also discuss answers to the questions of how and why the strategies work. A seminal resource, this book creates tangible links between innovative educational research and classroom teaching practices to address the all-important question of how we can realize our ideals for education in the 21st century. It is a must read for pre-service and in-service teachers, teacher educators and professional developers, and educational researchers who truly care that we deliver education that will prepare and serve students for life. Note de contenu :
1. Structuring dialogue
2. Facilitating meaning construction
3. Cultivating questioning
4. Promoting engagement and reflection
5. Training specific competencies
6. Program/course teachingNuméro de notice : 26522 Affiliation des auteurs : non IGN Nature : Recueil / ouvrage collectif DOI : 10.4324/9780429323058 En ligne : http://doi.org/10.4324/9780429323058 Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97480
Titre : How to avoid plagiarism : Student handbook Type de document : Guide/Manuel Auteurs : Petr Černikovský, Auteur ; Tomáš Foltýnek, Auteur ; Josef Fontana, Auteur ; et al., Auteur Editeur : Karolinum Press Année de publication : 2020 Importance : 42 p. ISBN/ISSN/EAN : 978-80-246-4816-3 Note générale : Bibliographie
This handbook was published with the support of the Ministry of Education, Youth and Sports, and constitutes one of the outputs of the centralised development project MŠMT-12222/2019-3 “Prevention of plagiarism in student works”Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] copyright
[Termes IGN] prévention
[Termes IGN] rédaction
[Termes IGN] sanction
[Termes IGN] universitéRésumé : (Editeur) [Introduction] Dear students, you’ve probably heard about plagiarism before. Unfortunately, it’s a real problem that we encounter in academia. You might be worried that plagiarism could happen to you, too. It can arise not only intentionally (we don’t suspect you of that), but also due to carelessness or lack of knowledge. In this handbook, we will show you how to correctly deal with sources of literature and a bibliography, which you use while writing your seminar papers, thesis and other academic texts – as a matter of fact in any work in which you use the findings of your predecessors. We all know how tempting it is to make our job easier, especially when someone has already formulated exactly what we want to say, or when we’re under time pressure. This is really tricky. It’s becoming apparent that even years after the end of our studies, plagiarism can be exposed. Of course, a student handbook can’t force you to obey academic integrity principles. […] Note de contenu : - Introduction: dear students
- It takes your own ideas
- What is plagiarism
- What is not plagiarism
- (In)famous plagiarism cases
- Consequences of plagiarism
- How to cite
- Final tipsNuméro de notice : 26520 Affiliation des auteurs : non IGN Nature : Manuel DOI : sans En ligne : https://dspace.cuni.cz/bitstream/handle/20.500.11956/124174/Pln%C3%BD%20text.pdf Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97361
