pedagogical


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Classic pedagogical agents are well suited for younger learners, while role-playing agents can benefit adult learners as well.
We think that it depends upon the pedagogical use of the agents.
The reason for such a proposition is to develop interest and explore the pedagogical benefits that can be attained by the use of popular SNS's to engage students through the mode of instruction they feel convenient and exciting.
However, till present, the discussion is limited in scope and only explore the students' perception about the usage of SNS for academic purposes or discusses the factors of the pedagogical factors (i.e., Communication, Collaboration, Resource Material Sharing, Critical thinking, Content Learning and Student-Active Role).
Proponents of pedagogical agents have argued that agents can enhance the social aspects of the multimedia learning environment, thus causing the learner to be more cognitively engaged with the learning materials (Atkinson, Mayer, & Merrill, 2005; Mayer & DaPra, 2012; Mayer, Sobko, & Mautone, 2003).
Professor Tourinan deepens in the five following chapters on the principles of pedagogical research from the epistemological perspective: objectivity of knowledge of education, functional autonomy of Pedagogy, objectual complexity of 'education', methodological complementarity and significance or meaningness of educational knowledge, defined as problem-solving ability, is attributed to knowledge of education in different research perspectives and approaches.
The key feature of ITSs is an ability to adapt presentation of teaching materials to a particular student by using methods of AI to make pedagogical decisions and to represent information about each student (Mahdu 2011).
From October 2018, she he been deputy director of the Center for Pedagogical Excellence of the JSC Nazarbayev Intellectual Schools.
The subject of the order is the execution of construction works regarding the adjustment of the ground floor of the pedagogical and psychological counseling building for the needs of disabled people in bialogard in accordance with the project documentation constituting annexes to swiz.
In the Finnish context, there have also been several reforms concerning ECEC policies and pedagogical thinking: ECEC legislation (1)--the Act on Early Childhood Education and Care 36/1973 (Ministry of Education and Culture, 2015)--has changed and there is a new National Core Curriculum for Pre-primary Education as well as a new ECEC Curriculum (Finnish National Agency for Education, 2014, 2016).
Nowadays, there are many talks about the need for the teachers of higher education institutions to develop pedagogical culture, pedagogical excellence, pedagogical competence, and, in general, about the need for them to develop a high level of professionalism.