Publicações

Context Analysis of Teachers' Learning Design Practice Through Activity Theory, Distributed Cognition, and Situated Cognition

AuthID
P-00Q-PV7

Author(s)

Queiros, LM

Silva, CJP

Gomes, AS

Moreira, F

Editor(es)

Uden, L; Liberona, D; Sanchez, G; RodriguezGonzalez, S

Tipo de Documento

Proceedings Paper

Year published

2019

Publicado

in LEARNING TECHNOLOGY FOR EDUCATION CHALLENGES, LTEC 2019 in Communications in Computer and Information Science, ISSN: 1865-0929

Volume: 1011, Páginas: 247-259 (13)

Conference

8Th International Workshop on Learning Technology for Education Challenges (Ltec) - How Technologies Help Us to Learn to Meet Future Learning, Date: JUL 15-18, 2019, Location: Univ Salamanca, Zamora, SPAIN, Host: Univ Salamanca

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Publication Identifiers

DOI: 10.1007/978-3-030-20798-4_22

SCOPUS: 2-s2.0-85066941818

Wos: WOS:000561009900022

Source Identifiers

ISSN: 1865-0929

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Context Analysis of Teachers' Learning Design Practice Through Activity Theory, Distributed Cognition, and Situated Cognition

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