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Context is What We Take For Granted: Addressing Context in Design-Centric Teacher Training

. (2011)

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Editorial: The art and science of learning design, , and . Research in Learning Technology, (2013)Participatory Pattern Workshops: A Methodology for Open Collaborative Construction of Design Knowledge in Education, , and . Research in Learning Technology, (2012)Thinking in Progress, , , , and . Micromath, 20 (2): 17-23 (2004)Scoping a vision for formative e-assessment: a project report for JISC, , , , , and . Institute of Education, WLE, (2009)Sustaining Interaction in a Mathematical Community of Practice, , , and . Fourth Congress of the European Society for Research in Mathematics Education (CERME-4), Sant Feliu de Guíxols, Spain, (2005)MobMaps: Towards a Shared Environment for Collaborative Social Activism., , , , , and . CRIWG, volume 5784 of Lecture Notes in Computer Science, page 295-302. Springer, (2009)The WebLabs Project: Building New Formalisms for Mathematical and Scientific Ideas, , , , , , and . the 7th International Conference on Technology in Mathematics Teaching, Bristol, (2005)Courtz: An Agent that Pleases You (An Extended Abstract), , and . Proceedings of the First International Conference on Practical Applications of Intelligent Agents and Multi-Agents Technology (PAAM96), page 837--842. London, UK, (1996)Learn Your Opponent's Strategy (in Polynomial Time)! (Extended Abstract), , and . 1042, Springer Verlag, (1996)The Learning Design Studio: Educational Practice as Design Inquiry of Learning, and . EC-TEL 2013, LNCS, 8095, (2013)