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dc.contributor.authorBaltzersen, Rolf K.
dc.contributor.authorTolsby, Håkon
dc.contributor.authorRøising, Hanne Schou
dc.date.accessioned2007-05-23T12:16:19Z
dc.date.issued2007-05
dc.identifier.isbn978-82-7825-212-3 (online)
dc.identifier.isbn978-82-7825-213-0 (trykt)
dc.identifier.issn1503-2612 (online)
dc.identifier.issn0805-8164 (trykt)
dc.identifier.urihttp://hdl.handle.net/11250/147709
dc.description.abstractLearning platforms are widespread in Norwegian higher education. Nevertheless, there is considerable uncertainty regarding how to fully take advantage of a platform. Most evaluations have focused on common features of learning platforms. In this article we ask whether different platforms build on different pedagogical values or not. To answer this question we have analyzed the pedagogical potential of three learning platforms. The analysis is based on an expert evaluation done by an evaluation group at the Østfold University College in 2006en
dc.format.extent173255 bytes
dc.format.mimetypeapplication/pdf
dc.languagenob
dc.publisherHøgskolen i Østfolden
dc.relation.ispartofseriesRapport (Høgskolen i Østfold)en
dc.relation.ispartofseries2007:5en
dc.subjectlæringsplattformeren
dc.subjectBlackboarden
dc.subjectFronteren
dc.subjectMoodleen
dc.subjectpedagogiske analyseren
dc.titleIboende pedagogikk eller "black box"? : en pedagogisk analyse av 3 læringsplattformer med utgangspunkt i deres tekniske arkitekturen
dc.typeResearch reporten


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