000			04521nam a22004935i 4500
001			u375990
003			SIRSI
005			20160812084350.0
007			cr nn 008mamaa
008			110627s2011 gw | s |||| 0|eng d
020			_a9783642200038 _9978-3-642-20003-8
040			_cMX-MeUAM
050		4	_aLB1028.43-1028.75
082	0	4	_a374.26 _223
100	1		_aTchounikine, Pierre. _eauthor.
245	1	0	_aComputer Science and Educational Software Design _h[recurso electrónico] : _bA Resource for Multidisciplinary Work in Technology Enhanced Learning / _cby Pierre Tchounikine.
264		1	_aBerlin, Heidelberg : _bSpringer Berlin Heidelberg, _c2011.
300			_aXIII, 180 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
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.
650		0	_aComputer science.
650		0	_aInformation systems.
650		0	_aSocial sciences _xData processing.
650		0	_aEducation.
650		0	_aEducational tests and measurements.
650	1	4	_aComputer Science.
650	2	4	_aComputers and Education.
650	2	4	_aEducational Technology.
650	2	4	_aComputer Appl. in Social and Behavioral Sciences.
650	2	4	_aAssessment, Testing and Evaluation.
650	2	4	_aUser Interfaces and Human Computer Interaction.
650	2	4	_aInformation Systems Applications (incl.Internet).
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783642200021
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-3-642-20003-8
596			_a19
942			_cLIBRO_ELEC
999			_c203870 _d203870