Search results for "OWL"
showing 10 items of 3255 documents
The dynamics of expertise acquisition in sport: The role of affective learning design
2015
Objectives: The aim of this position paper is to discuss the role of affect in designing learning experiences to enhance expertise acquisition in sport. The design of learning environments and athlete development programmes are predicated on the successful sampling and simulation of competitive performance conditions during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to developing skill in sport, and based on the individual-environment relationship. In this paper we discuss how the effective development of expertise in sport could be enhanced by the consideration of affective constraints in the representativ…
Mācīšanās un zināšanu apmaiņas prakses starp programmētājiem
2021
Maģistra darba mērķis ir pētīt programmētāju mācīšanās prakses un savstarpējo attiecību nozīmi tajās. Balstoties uz ilgtermiņa programmētāju kopienas etnogrāfisku izpēti, maģistra darbā pētu programmēšanu un programmēšanas mācīšanos kā prakses, kā šīs prakses iederas formālajā un neformālajā izglītības ietvarā un kādas ir kopienas attiecības šo prakšu ietvaros. Pamata datu ievākšanas metodes ir padziļinātas, daļēji strukturētas intervijas, līdzdalīgie novērojumi, kā arī auto etnogrāfisko pierakstu analīze. Šīs prakses tiek kontekstualizētas, izmantojot prakses un reciprocitātes teorētisko perspektīvu. Galvenās novērotās prakses starp programmētājiem ir pašmācība un mācīšanās kopienas ietvar…
Yksilöllisen oppimisen mallin soveltuvuus yläkoulun 7. luokan lajintuntemuksen opetukseen
2017
Suomalaisen koulujärjestelmän uudistuksia ohjaamaan astuivat elokuussa 2016 voimaan uudet valtakunnallisen perusopetuksen opetussuunnitelmien perusteet, jotka korostavat konstruktivistista oppimiskäsitystä ja tulevaisuuden osaamiseen valmentavia tietoja ja taitoja. Biologian opetuksen tehtävänä on kartuttaa oppilaan luonnontuntemusta yhteisöllisiä ja toiminnallisia opetusmenetelmiä hyödyntäen. Sen tulee myös ohjata oppilaiden luonnontieteellisen ajattelun kehitystä vuorovaikutuksessa muiden oppilaiden kanssa. Tämän tutkimuksen tavoitteena oli tutkia matemaatikko Pekka Peuran kehittelemän yksilöllisen oppimisen mallin soveltuvuutta lajintuntemuksen opetukseen biologian oppiaineessa yläkoulun…
Ambient Play : Larissa Hjorth & Ingrid Richardson. Ambient Play. Cambridge, Massachusetts: The MIT Press, 2020.
2021
Propranolol - stary lek i nowe zastosowania w leczeniu naczyniaków
2019
Naczyniaki niemowlęce (IH) są najczęstszym guzami naczyniowym u najmłodszych dzieci i dotyczą około 5% do 10% populacji niemowląt. W przeciwieństwie do innych guzów, ich ewolucja obejmuje fazę szybkiego wzrostu, fazę stabilizacji, a następnie charakteryzuje się fazą powolnego, samoistnego zaniku. Najczęściej nie stanowią potencjalnego zagrożenia dla zdrowia niemowląt i nie wymagają terapii, ale w niektórych przypadkach (10-15%) konieczne jest niezwłocznie rozpoczęcie leczenia ogólnoustrojowego. Powyższe odnosi się do IH, które mogą powodować niewydolność krążenia lub niewydolność oddechową, stwarzać ryzyko zaburzeń czynnościowych niektórych narządów, np. ucisk gałki ocznej i niedowidzenie l…
Interpretazione cognitiva, interpretazione decisoria, interpretazione creativa
2013
The article critically reviews Riccardo Guastini’s theory of legal interpretation, as it is now exposed in the recent book Interpretare e argomentare. While broadly sympathetic with Guastini’s jurisprudential project, the author tries to highlight some weaknesses in his conceptual framework – namely, regarding the distinction between “scientific” and “decisional” interpretation, the distinction between interpretation properly understood and creation of new law, and the concept of interpretive creativity
Digital game-based training of early reading skills : overview of the GraphoGame method in a highly transparent orthography / Entrenamiento de habili…
2014
Learning to read in a language with a transparent orthography is generally quick and easy. To be able to read any words, learners need to know how to connect the smallest spoken language units, phonemes, into the written counterparts, graphemes. However, even learning the basic alphabetic principle has proven difficult for some learners. Here we focus on children who struggle to learn to read in Finnish that has a highly transparent orthography. In an attempt to provide efficient early preventative support for such learners, a technologyenhanced learning environment, GraphoGame, was developed. The GraphoGame method focuses on the specific problematic areas of each individual learner using a…
The GraphoGame Method: The Theoretical and Methodological Background of the Technology-Enhanced Learning Environment for Learning to Read
2014
This paper provides an overview of the GraphoGame method. Both theoretical and methodological aspects related to the method are presented. The method’s guiding principles are based on the prevailing theories and experimental research findings on learning and teaching basic reading skills in alphabetic languages, especially from the point of view of a struggling reader. Because the nature of the target language and its relation to its writing system play central roles in the GraphoGame method, this approach requires the method to be flexible in order to be valid for learners of different languages and orthographies. Thus, the aim of the developed technology is to provide an appropriate readi…
Predicting delayed letter name knowledge and its relation to grade 1 reading achievement in children with and without familial risk for dyslexia
2006
The authors examined the developmental trajectories of children's early letter knowledge in relation to measures spanning and encompassing their prior language-related and cognitive measures and environmental factors and their subsequent Grade 1 reading achievement. Letter knowledge was assessed longitudinally at ages 4.5, 5.0, 5.5, and 6.5 years; earlier language skills and environmental factors were assessed at ages 3.5 and 4.5 years; and reading achievement was assessed at the beginning and end of Grade 1. The analyses were conducted on a longitudinal data set involving children with and without familial risk for dyslexia. Emerging from the trajectory analysis of letter knowledge were 3 …