000 04234nam a22003615i 4500
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003 MX-SnUAN
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007 cr nn 008mamaa
008 150903s2011 gw | o |||| 0|eng d
020 _a9783642200038
_99783642200038
024 7 _a10.1007/9783642200038
_2doi
035 _avtls000356768
039 9 _a201509030549
_bVLOAD
_c201405060410
_dVLOAD
_y201402191301
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB1028.43-1028.75
100 1 _aTchounikine, Pierre.
_eautor
_9340966
245 1 0 _aComputer Science and Educational Software Design :
_bA Resource for Multidisciplinary Work in Technology Enhanced Learning /
_cby Pierre Tchounikine.
264 1 _aBerlin, Heidelberg :
_bSpringer Berlin Heidelberg,
_c2011.
300 _axiii, 180 páginas 1 ilustraciones
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
505 0 _aIntroduction -- A General Conceptualization for Educational Software -- Understanding Differences in Perspectives -- Review of Prototypical Examples -- CS Perspectives and TEL -- Educational Software Engineering -- Characterizing the Design Context and the Software Artifact -- Methodological Considerations -- Conclusions.
520 _aTruly interdisciplinary approach to combine the viewpoints of computer scientists and educational actors Provides practical and context-related hints on how to deal with the peculiarities of educational software design and development Complemented by several examples illustrating issues and propositions Based on the author’s more than 20 years’ experience in projects on technology-enhanced learning 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. In addition, it is also of interest for teachers engaged in, for example, ICT-based innovations.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9783642200021
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-3-642-20003-8
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c302631
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