Browse by Author "Bruce, Bertram C."

  • Bruce, Bertram C. (Peter Lang, 2004)
    We learn whenever we attempt to make sense of experiences. Thus, learning occurs alone or in groups; at home, at work, and at play; in face-to-face settings, as well as online and on television; in natural and in constructed ...

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  • Kantor, Robert N.; Bruce, Bertram C.; Green, Georgia M.; Morgan, Jerry L.; Stein, Nancy L.; Webber, Bonnie L. (North-Holland, 1982)
    The state of the art in text analysis and text comprehension research, especially in theoretical work in linguistics, psychology, and artificial intelligence, has not gotten much beyond subjective methods of analysis of ...

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  • Hsu, Shihkuan; Bruce, Bertram C. (Taylor & Francis, 1999)
    Advanced technology brings excitement and promise to the area of distance education, but it also generates questions in what it means to be teaching and learning in media-rich environments. This paper addresses the issue ...

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  • Bruce, Bertram C. (Elsevier, 1972)
    A formal model is presented which represents the structure underlying temporal references in natural language. Serving as a framework for analysis of tenses, time relations, and other references to time in language, the ...

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  • Bruce, Bertram C. (National Center for Supercomputing Applications/EOT-PACI, 2000)
    Dewey's (1956) insight that the "impulses" of the learner are the real foundation of the curriculum is more relevant today than it was when he first formulated it nearly a century ago. As the objects of learning become ...

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  • Kanfer, Alaina; Bruce, Bertram C.; Haythornthwaite, Caroline A.; Burbules, Nicholas C.; Wade, James B.; Bowker, Geoffrey C.; Porac, Joseph F. (Springer, 2000)
    Current research on distributed knowledge processes suggests a critical conflict between knowledge processes in groups and the technologies built to support them. The conflict centers on observations that authentic and ...

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  • Bruce, Bertram C. (Indiana State University, School of Education, 1994)
    Computer-mediated communication is an increasingly familiar part of the educational experiences of students from elementary school through graduate school. This is not surprising, because electronic mail, bulletin boards, ...

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  • Bruce, Bertram C.; Bishop, Ann Peterson (Routledge, 2008-03-10)
    This chapter reviews literature addressing the following question: What is the relationship of new literacies to community inquiry? We are concerned with how new technologies highlight enduring issues of community and, ...

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  • Bruce, Bertram C. (Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.Cambridge, Mass. : Bolt Beranek and Newman, Inc., 1981)

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  • Bruce, Bertram C. (Peter Lang, 2002)
    Rapid technological change; social barriers breaking and re-forming; large scale immigration leading to a multicultural society; globalization of the economy; questions about the future of democracy; and major changes in ...

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  • Buell, James; Harnisch, Delwyn; Bruce, Bertram C.; Comstock, Sharon; Braatz, Richard D. (Association for the Advancement of Computing in Education, 2004-06)
    Twenty-first century technologies are enabling new kinds of collaboration between university-based scientists and K-12 science teachers, while also providing researchers with new windows on cross-institutional collaborative ...

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  • Bruce, Bertram C. (2010-04-30)
    Summarizes 15 years of experience with the LEEP online scheduling option in the Graduate School of Library & Information Science at the University of Illinois. The program, a response to the need for greater access, is ...

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  • Bruce, Bertram C. (Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.Cambridge, Mass. : Bolt Beranek and Newman, Inc., 1977)

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  • Comstock, Sharon; Bruce, Bertram C. (Illinois Reading Council, 2003)
    Poetry is a journey, one that can be undertaken in the spirit of play and inquiry. Sharon used the concept of exploratory play to create an experiential poetry workshop for children grades 3-5 that would allow for the ...

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  • Bruce, Bertram C. (2010-05-18)
    In a class meeting face-to-face and online at the same time, teacher and students collaborated to make it work.  Learn from the professor and students about how they overcame problems and worked through strategies to make ...

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  • Bruce, Bertram C.; Casey, Leo (Taylor & Francis Group, 2012)
    Introduces the practice of inquiry and discusses the case for it as a signature pedagogy for digital literacy. The Inquiry Cycle is presented as a summary of important aspects of inquiry. Further, the Practice Profile of ...

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  • Casey, Leo; Bruce, Bertram C. (Symposium Journals, a division of wwwords Ltd, PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom, www.symposium-journals.co.uk, 2011)
    This article elaborates on the Inquiry Cycle as an appropriate model of learning for the digitally enhanced classroom. Its goal is to provide a useful link between theory and pedagogic practice. This involves taking a new ...

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  • Rosbery, Ann S.; Warren, Beth; Bruce, Bertram C.; Flower, Linda; Bowen, Betsy; Kants, Margaret; Penrose, Ann M. (Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading., 1990-02)
    This report discusses a cognitive/social perspective on writing and reading. Research demonstrating the communicative and problem-solving nature of writing and reading is examined, with special attention given to the ...

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  • Green, Georgia M.; Kantor, R. N.; Morgan, J. L.; Stein, N. L.; Hermon, G.; Salzillo, R.; Sellner, M. B.; Bruce, Bertram C.; Gentner, D.; Webber, B. L. (Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.Cambridge, Mass. : Bolt Beranek and Newman, Inc., 1980-04)

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  • Rubin, Ann D.; Bruce, Bertram C.; Brown, John S. (Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.Cambridge, Mass. : Bolt Beranek and Newman, Inc., 1976-10)

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