Rövidített megjelenítés

dc.creatorBenedek Andrásen_EN
dc.creatorMolnár Györgyen_EN
dc.creatorVidékiné Reményi Juditen_EN
dc.date2014-01-21en_EN
dc.date.accessioned2019-08-08T09:47:35Z
dc.date.available2019-08-08T09:47:35Z
dc.identifier.urihttp://dtk.tankonyvtar.hu/xmlui/handle/123456789/3680
dc.descriptionIn the first chapter we review the phenomena and processes which, when viewed together, indicate the birth of a new education paradigm for students in higher education. Our approach to learning in particular is changed by digital tools. Our thinking process and learning methods are subject to development. This chapter, while making references to this development, analyses the interactions between typical and atypical learning, in other words, formal and informal learning. It also explains the most important characteristics of the new education paradigm which we symbolically call „Version 2.0” when addressing the new generation. When analyzing these changes, we should review and interpret the most important participants and their roles (students and the teachers supporting them), old routines and future expectations and the new ICT solutions and their increasing role in supporting learning. The second chapter aims at introducing the reader with today’s information society and its environment with special regard to ICT solutions, the tasks and challenges we have to face as well as the potential problems and threats related to ICT. We also present a general review of Hungarian and international experiences on ICT application and its environment that comply with current practice. A few ICT tools and environments are also described (intelligent, interactive and mobile system in education) also touching upon the relevant technical and educational background. In the following sections, the impact of these tools is discussed on teacher attitude and student activity with special regard to how various age groups respond to ICT systems and the characteristics of the new connectivist educational theory. In the last sections, some future possibilities of ICT application and their potential in facing the challenges represented by changing times are described in a realistic and somewhat holistic context. The third chapter deals Selection of worldwide used mobilcommunication and electronic based atypical learning forms.en_EN
dc.formatapplication/zipen_EN
dc.languageenen_EN
dc.publisherTypotex Kiadóen_EN
dc.rightsBenedek Andrásen_EN
dc.rightsMolnár Györgyen_EN
dc.rightsVidékiné Reményi Juditen_EN
dc.rightsBudapest University of Technology and Economicsen_EN
dc.sourceKönyv formában nem jelent meg [ISBN 978 963 279 766 3]en_EN
dc.subjectlearning time and spaceen_EN
dc.subjectICTen_EN
dc.subjectwhiteboarden_EN
dc.subjecte-portfolioen_EN
dc.subjecte-learning systemen_EN
dc.subjectm-learningen_EN
dc.subjectCompetenceen_EN
dc.subjectEducationen_EN
dc.subjectTeachingen_EN
dc.subjectLearningen_EN
dc.subjectLearning stylesen_EN
dc.subjectLearning networken_EN
dc.subjectoktatásen_EN
dc.subjectfelsőoktatásen_EN
dc.subjecttanulásen_EN
dc.subjectinformális tanulásen_EN
dc.subjectIKT eszközöken_EN
dc.titleLearning in digital Environmentsen_EN
dc.typetexten_EN
dtk.firSocial Scienceen_EN
dtk.oecd05. Social sciences::05.03. Educational sciences::05.03.01. Education, general (including training, pedagogy, didactics)en_EN
dtk.purchaseTÁMOP-4.1.2.A/1-11/1-2011-0023 Budapest Műszaki és Gazdaságtudományi Egyetemen_EN
dtk.typeelearningen_EN
dtk.udc---- MAIN TABLES::0 SCIENCE AND KNOWLEDGE. ORGANIZATION. COMPUTER SCIENCE. INFORMATION. DOCUMENTATION. LIBRARIANSHIP. INSTITUTIONS. PUBLICATIONS::003 Writing systems and scripts::37 Education::378 Higher education. Universities. Academic studyen_EN


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