Bouwhuis don (24 risultati)

Hardback. Condizione: Very good condition. Condizione sovraccoperta: No dust jacket, as issued. xviii, 522 p. ill. 23 cm.

hardcover. Condizione: Sehr gut. 310 p. In very good condition. ISBN: 9783540555599 Sprache: Englisch Gewicht in Gramm: 716.

Condizione: Good. 310 pp., hardcover, ex library, else text and binding still clean, tight and bright. INCLUDES 2 DISKS. - If you are reading this, this item is actually (physically) in our stock and ready for shipment once ordered. We are not bookjackers. Buyer is responsible for any additional duties, taxes, or fees required by recipient's country.…

23,5 x 15 cm. Condizione: Gut. XXVI, 582 Seiten ; Mit Illustrationen Innen sauberer, guter Zustand. Hardcover, Pappeinband, mit den üblichen Bibliotheks-Markierungen, Stempeln und Einträgen, innen wie außen, siehe Bilder. (Evtl. auch Kleber- und/oder Etikettenreste, sowie -abdrücke durch abgelöste Bibliotheksschilder). Einband sehr gut erhalten. In Englisch B07-01-01Z Sprache: Englisch Gewicht in Gramm: 1030.…

Hardcover. Condizione: As New. No Jacket. John Benjamins Pub Co, 1999. Hardcover 522 pages. 9.25x6.25x1.25 inches absolute minor shelf rubbing to boards but this is A BRAND NEW BOOK UNUSED . Full refund if not satisfied. 24 hour despatch via Insured/Signed for.

gebundene Ausgabe. Condizione: Gut. 582 Seiten Der Erhaltungszustand des hier angebotenen Werks ist trotz seiner Bibliotheksnutzung sehr sauber und kann entsprechende Merkmale aufweisen (Rückenschild, Instituts-Stempel.). In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 1045.

Cloth. Condizione: Good. Condizione sovraccoperta: Good. Type: Book N.b. Small plain label to ffep and title page. Rubbing to edges and corners of D/J.

Hardcover. Condizione: Gut. Gebraucht - Gut Buch ist Bibliotheksexemplar und kann die üblichen Stempel und Markierungen enthalten.

Paperback. Condizione: New.

Condizione: New. Satisfaction Guaranteed or your money back.

Condizione: New. In English.

Condizione: New.

Condizione: New. pp. x + 310 1st Edition, Reprint.

Hardcover. Condizione: Brand New. 540 pages. In Stock.

Condizione: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Paperback. Condizione: Brand New. reprint edition. 320 pages. 9.40x6.70x0.80 inches. In Stock.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - The papers in this book are the result of the NATO conference 'Cognitive Modelling and Inter active Environments' that was held in Mierlo, the Netherlands, November 5 - 8, 1990. Within the framework of the NATO Advanced Research Workshops this invitational conference was naturally on learning, but it emphasized a number of factors that are not generally treated in dis cussions on learning and specifically in computer-assisted learning. It was realized by the orig inators of the conference that, with respect to computer-assisted instruction, the stage has not nearly been reached where it is well known how a successful interactive instructional environ ment has to be created. This contrasts strongly with the sheer number of computerized learning programs that exist already and continue to be produced. Frequently the motivation to create a computer-assisted learning program is heavily connected with a scientific discipline. Logically it is the proper task for instructional science to produce instructional programs. The high degree of formalization in linguistics allows one often in a straightforward way, to au tomate learning programs for language instruction. Artificial intelligence, in its endeavour to capture basic principles of knowledge representation and knowledge acquisition, leads naturally to Intelligent Tutoring Systems. Computer science is the logical breeding ground for programs that manipulate knowledge for many different students, that register actions reliably, and that automate parts of time-intensive teaching tasks. The joint concern of all of these approaches is the transfer of knowledge.…

Paperback. Condizione: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Hardcover. Condizione: Good. Good. Dust Jacket NOT present. CD WILL BE MISSING. . SHIPS FROM MULTIPLE LOCATIONS. book.

Condizione: new. Questo è un articolo print on demand.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The papers in this book are the result of the NATO conference 'Cognitive Modelling and Inter active Environments' that was held in Mierlo, the Netherlands, November 5 - 8, 1990. Within the framework of the NATO Advanced Research Workshops this invitational conference was naturally on learning, but it emphasized a number of factors that are not generally treated in dis cussions on learning and specifically in computer-assisted learning. It was realized by the orig inators of the conference that, with respect to computer-assisted instruction, the stage has not nearly been reached where it is well known how a successful interactive instructional environ ment has to be created. This contrasts strongly with the sheer number of computerized learning programs that exist already and continue to be produced. Frequently the motivation to create a computer-assisted learning program is heavily connected with a scientific discipline. Logically it is the proper task for instructional science to produce instructional programs. The high degree of formalization in linguistics allows one often in a straightforward way, to au tomate learning programs for language instruction. Artificial intelligence, in its endeavour to capture basic principles of knowledge representation and knowledge acquisition, leads naturally to Intelligent Tutoring Systems. Computer science is the logical breeding ground for programs that manipulate knowledge for many different students, that register actions reliably, and that automate parts of time-intensive teaching tasks. The joint concern of all of these approaches is the transfer of knowledge. 332 pp. Englisch.…

Condizione: New. Print on Demand pp. x + 310 55 Figures.

Condizione: New. PRINT ON DEMAND pp. x + 310.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The papers in this book are the result of the NATO conference 'Cognitive Modelling and Inter active Environments' that was held in Mierlo, the Netherlands, November 5 - 8, 1990. Within the framework of the NATO Advanced Research Workshops this invitational conference was naturally on learning, but it emphasized a number of factors that are not generally treated in dis cussions on learning and specifically in computer-assisted learning. It was realized by the orig inators of the conference that, with respect to computer-assisted instruction, the stage has not nearly been reached where it is well known how a successful interactive instructional environ ment has to be created. This contrasts strongly with the sheer number of computerized learning programs that exist already and continue to be produced. Frequently the motivation to create a computer-assisted learning program is heavily connected with a scientific discipline. Logically it is the proper task for instructional science to produce instructional programs. The high degree of formalization in linguistics allows one often in a straightforward way, to au tomate learning programs for language instruction. Artificial intelligence, in its endeavour to capture basic principles of knowledge representation and knowledge acquisition, leads naturally to Intelligent Tutoring Systems. Computer science is the logical breeding ground for programs that manipulate knowledge for many different students, that register actions reliably, and that automate parts of time-intensive teaching tasks. The joint concern of all of these approaches is the transfer of knowledge.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 332 pp. Englisch.…