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pedagogy pedagogy.ir 倬丿丕诏賵跇蹖 丿讴鬲乇 賮乇蹖丿賴 賲卮丕蹖禺 media information literacy dr farideh mashayekh mil 蹖丕丿诏蹖乇蹖 賲丿丕賵賲 mil for teachers 毓賱賲 賵 賴賳乇 蹖丕丿丿賴丕蹖 - 蹖丕丿诏蹖乇蹖 蹖丕丿诏蹖乇蹖 毓賲賯蹖 deep learning lifelong learning dr. farideh mashayekh open educational resources 爻賵丕丿 丕胤賱丕毓丕鬲 乇爻丕賳賴 丕蹖 毓賱賲 賵 賴賳乇 蹖丕丿丿賴蹖 - 蹖丕丿诏蹖乇蹖 learning objectives 讴鬲丕亘 倬丿丕诏賵跇蹖 倬蹖丕賲丿賴丕蹖 蹖丕丿诏蹖乇蹖 teaching-learning approches 賲賵賯毓蹖鬲 倬丿丕诏賵跇蹖讴 毓氐乇 丿蹖噩蹖鬲丕賱 賲賳丕亘毓 丌賲賵夭卮蹖 亘丕夭 賲賳丕亘毓 丌賲賵夭卮蹖 丌夭丕丿 pedagogical design 乇賵丕賳卮賳丕爻蹖 卮賳丕禺鬲蹖 賮乇丕蹖賳丿 蹖丕丿丿賴丕蹖 - 蹖丕丿诏蹖乇蹖 賮乇丕蹖賳丿 蹖丕丿丿賴蹖 - 蹖丕丿诏蹖乇蹖 爻賵丕丿 乇爻丕賳賴 丕蹖 丿蹖噩蹖鬲丕賱 trust 蹖丕丿丿賴丕蹖 - 蹖丕丿诏蹖乇蹖 丕賱讴鬲乇賵賳蹖讴蹖 爻丕禺鬲賳 丿丕賳卮 丌賲賵夭卮 倬夭卮讴蹖 賲乇讴夭 賲胤丕賱毓丕鬲 鬲賵爻毓賴 丌賲賵夭卮 毓賱賵賲 倬夭卮讴蹖 collaborative learning environment mean meaningful learning dr abbas bazargan assessment 乇賵蹖讴乇丿賴丕蹖 蹖丕丿丿賴丕蹖 - 蹖丕丿诏蹖乇蹖 pedagogie rousseau p茅dagogie nouvelle 亘乇賳丕賲賴 乇蹖夭蹖 丿乇爻蹖 賲賮丕蹖賴賲 賳賵 乇賵蹖讴乇丿賴丕蹖 賳賵蹖賳 爻丕夭賲丕賳 倬跇賵賴卮 賵亘乇賳丕賲賴 乇蹖夭蹖 丌賲賵夭卮蹖 鬲丨賵賱 倬丿丕诏賵跇蹖 丿丕賳卮诏丕賴 賮乇丿賵爻蹖 賲卮賴丿 賳诏丕賴 乇丕賴亘乇丿蹖 knowledge society oer ken udas 丿讴鬲乇 毓亘丕爻 亘丕夭乇诏丕賳 丌賲丕乇 丌賲賵乇卮 毓丕賱蹖 丕蹖乇丕賳 賲賵爻爻賴 倬跇賵賴卮 賵 亘乇賳丕賲賴 乇蹖夭蹖 丌賲賵夭卮 毓丕賱蹖 丕賳賯賱丕亘 卮賳丕禺鬲蹖 倬乇丿丕夭卮 丕胤賱丕毓丕鬲 oer commons oer action plan constructivism social constructivism 爻丕夭丕诏乇丕蹖蹖 爻丕夭丕诏乇丕蹖蹖 丕噩鬲丕毓蹖 ai literacy 爻賵丕丿 賴賵卮 賲氐賳賵毓蹖 毓丕賲賱蹖鬲 蹖丕丿诏蹖乇賳丿賴 learner agency media and information literacy abuja declaration disinformation media education information literacy representation family dlw2023 digital learning 倬蹖讴丕乇 亘丕 亘蹖 爻賵丕丿蹖貙 賵蹖鬲賳丕賲 evaluation continuous evaluation professional development portfolio assessment 毓賲賱 倬丿丕诏賵跇蹖 丿蹖丿丕讴鬲蹖讴 蹖丕丿诏蹖乇蹖 賲丿丕賵賲 丿乇 毓氐乇 丿蹖噩蹖鬲丕賱 taxonomy for learning bloom's taxonomy bloom's taxonomy of educational objectives educational objectives excellence in teaching and learning 乇賵蹖讴乇丿賴丕蹖 蹖丕丿丿賴蹖-蹖丕丿诏蹖乇蹖 賲丨蹖胤 賴丕蹖 蹖丕丿诏蹖乇蹖 毓氐乇 丿蹖噩蹖鬲丕賱 蹖丕丿诏蹖乇蹖 丕賱讴鬲乇賵賳蹖讴 e-learning e-learning design education technology work in the 21st century real-life skills 賯乇賳 蹖丕丿诏蹖乇蹖 丕賱夭丕賲丕鬲 倬丿丕诏賵跇蹖