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801201s1980 xx ||| bt ||| | eng d |
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|a ED312995 Microfiche
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|a ED312995 Microfiche
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1 |
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|a de Diana, I. P. F.
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| 245 |
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4 |
|a The Department of Educational Technology at the Twente University of Technology, The Netherlands. Twente Educational Bulletin Number 12 /
|c I. P. F. de Diana.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1980.
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| 300 |
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|a 20 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
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|a Availability: Twente University of Technology, Department of Applied Education, P.O. Box 217, 7500 AE Enschede, The Netherlands.
|5 ericd
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| 500 |
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|a ERIC Note: Paper presented at a Colloquium held at the University of California at Los Angeles (UCLA) Graduate School of Education (Los Angeles, CA, August 20, 1980).
|5 ericd
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| 500 |
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|a Educational level discussed: Higher Education.
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| 520 |
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|a This colloquium on the Department of Educational Technology at the Twente University of Technology (The Netherlands) begins with a discussion of the differences between the program at Twente University and programs in education at other universities in the Netherlands. The second section reviews some basics of an applied approach to education, and the projected growth of the department from 1980-89 is summarized in the third section. The fourth section describes the curriculum, which consists of two phases: the first year is filled with clusters of conceptually interrelated courses (educational science, research methods and techniques, educational technology, social science, educational computer use, philosophy of education, practical skills, social and communicative skills, and technical sciences); and the second part, which takes on or two years, offers a differentiation program in an area of specialization (educational management, instructional technology, curriculum technology, or educational instrumentation). The fifth section outlines the themes serving as the organizational basis for departmental research: (1) strategies for curriculum development; (2) efficiency in education; (3) educational information systems; (4) examination techniques; and (5) educational instrumentation. Guidelines for entering and leaving the program are discussed in the final section. Comparisons with the program of the University of California at Los Angeles Graduate School of Education are presented throughout. Four documentation resources (in Dutch) are listed. (MES)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
1 |
7 |
|a Curriculum Design.
|2 ericd
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| 650 |
1 |
7 |
|a Curriculum Development.
|2 ericd
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| 650 |
1 |
7 |
|a Educational Planning.
|2 ericd
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| 650 |
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7 |
|a Educational Research.
|2 ericd
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| 650 |
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7 |
|a Educational Technology.
|2 ericd
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| 650 |
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7 |
|a Foreign Countries.
|2 ericd
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| 650 |
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|a Higher Education.
|2 ericd
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| 653 |
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|a Twente University of Technology (Netherlands)
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| 655 |
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7 |
|a Reports, Descriptive.
|2 ericd
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| 655 |
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|a Speeches/Meeting Papers.
|2 ericd
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|a Twente Univ. of Technology, Enschede (Netherlands)
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|a Michigan State University-Library of Michigan
|b Michigan State University
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