Cognitive modelling interactive environments (17 Ergebnisse)
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hardcover. Zustand: Sehr gut. 310 p. In very good condition. ISBN: 9783540555599 Sprache: Englisch Gewicht in Gramm: 716.
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Zustand: Good. *Price HAS BEEN REDUCED by 10% until Monday, Aug. 10 (weekend sale item)* 310 pp., hardcover, ex library, else text and binding still clean, tight and bright. INCLUDES 2 DISKS. - If you are reading this, this item is actually (physically) in our stock and ready for shipment once ordered. We are not bookjackers. Bu…yer is responsible for any additional duties, taxes, or fees required by recipient's country.
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Cognitive Modelling and Interactive Environments in Language Learning
Engel, Frits L.|Bouwhuis, Don G.|Bösser, Tom|Ydewalle, Gery d\'
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Zustand: New. pp. x + 310 1st Edition, Reprint.
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The papers in this book are the result of the NATO conference 'Cognitive Modelling and Inter active Environments' that was held in Mierlo, the Netherlands, November 5 - 8, 1990. Within the framework of the NATO Advanced Research Workshops this invita…tional conference was naturally on learning, but it emphasized a number of factors that are not generally treated in dis cussions on learning and specifically in computer-assisted learning. It was realized by the orig inators of the conference that, with respect to computer-assisted instruction, the stage has not nearly been reached where it is well known how a successful interactive instructional environ ment has to be created. This contrasts strongly with the sheer number of computerized learning programs that exist already and continue to be produced. Frequently the motivation to create a computer-assisted learning program is heavily connected with a scientific discipline. Logically it is the proper task for instructional science to produce instructional programs. The high degree of formalization in linguistics allows one often in a straightforward way, to au tomate learning programs for language instruction. Artificial intelligence, in its endeavour to capture basic principles of knowledge representation and knowledge acquisition, leads naturally to Intelligent Tutoring Systems. Computer science is the logical breeding ground for programs that manipulate knowledge for many different students, that register actions reliably, and that automate parts of time-intensive teaching tasks. The joint concern of all of these approaches is the transfer of knowledge.
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Sprache: Englisch
Verlag: Springer Berlin Heidelberg, Springer Berlin Heidelberg Dez 2011, 2011
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The papers in this book are the result of the NATO conference 'Cognitive Modelling and Inter active Environments' that was held in Mierlo, the Netherlands, November 5 - 8, 1990. Within the framework of the NATO Advanced Research Works…hops this invitational conference was naturally on learning, but it emphasized a number of factors that are not generally treated in dis cussions on learning and specifically in computer-assisted learning. It was realized by the orig inators of the conference that, with respect to computer-assisted instruction, the stage has not nearly been reached where it is well known how a successful interactive instructional environ ment has to be created. This contrasts strongly with the sheer number of computerized learning programs that exist already and continue to be produced. Frequently the motivation to create a computer-assisted learning program is heavily connected with a scientific discipline. Logically it is the proper task for instructional science to produce instructional programs. The high degree of formalization in linguistics allows one often in a straightforward way, to au tomate learning programs for language instruction. Artificial intelligence, in its endeavour to capture basic principles of knowledge representation and knowledge acquisition, leads naturally to Intelligent Tutoring Systems. Computer science is the logical breeding ground for programs that manipulate knowledge for many different students, that register actions reliably, and that automate parts of time-intensive teaching tasks. The joint concern of all of these approaches is the transfer of knowledge. 332 pp. Englisch.
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Zustand: New. Print on Demand pp. x + 310 55 Figures.
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Zustand: New. PRINT ON DEMAND pp. x + 310.
Sprache: Englisch
Verlag: Springer Berlin Heidelberg, Springer Vieweg Dez 2011, 2011
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The papers in this book are the result of the NATO conference 'Cognitive Modelling and Inter active Environments' that was held in Mierlo, the Netherlands, November 5 - 8, 1990. Within the framework of the NATO Advanced Research Workshops… this invitational conference was naturally on learning, but it emphasized a number of factors that are not generally treated in dis cussions on learning and specifically in computer-assisted learning. It was realized by the orig inators of the conference that, with respect to computer-assisted instruction, the stage has not nearly been reached where it is well known how a successful interactive instructional environ ment has to be created. This contrasts strongly with the sheer number of computerized learning programs that exist already and continue to be produced. Frequently the motivation to create a computer-assisted learning program is heavily connected with a scientific discipline. Logically it is the proper task for instructional science to produce instructional programs. The high degree of formalization in linguistics allows one often in a straightforward way, to au tomate learning programs for language instruction. Artificial intelligence, in its endeavour to capture basic principles of knowledge representation and knowledge acquisition, leads naturally to Intelligent Tutoring Systems. Computer science is the logical breeding ground for programs that manipulate knowledge for many different students, that register actions reliably, and that automate parts of time-intensive teaching tasks. The joint concern of all of these approaches is the transfer of knowledge.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 332 pp. Englisch.
