M
Michael Hammond
Researcher at Academy of Sciences of the Czech Republic
Publications - 101
Citations - 2887
Michael Hammond is an academic researcher from Academy of Sciences of the Czech Republic. The author has contributed to research in topics: Flood myth & Educational technology. The author has an hindex of 28, co-authored 94 publications receiving 2463 citations. Previous affiliations of Michael Hammond include University of Sheffield & World Bank Group.
Papers
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Urban flood impact assessment: A state-of-the-art review
TL;DR: A state-of-the-art literature review on flood impact assessment in urban areas, detailing their application, and their limitations is presented in this article, which describes both techniques for dealing with individual categories of impacts, as well as methodologies for integrating them.
Book
Research Methods: The Key Concepts
Michael Hammond,Jerry Wellington +1 more
TL;DR: Research Methods: The Key Concepts as mentioned in this paper provides an overview of ninety key concepts which often trouble those who are new to researching within the social sciences, including theories of knowledge, methodologies and methods.
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Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach
TL;DR: It is argued that there is a particular educational value in a communicative approach to on-line discussion which draws both on knowledge gained from practical experience and that gained from theoretical insight.
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How and why do student teachers use ICT
TL;DR: Examination of how and why student teachers made use of information and communication technology during a 1-year initial teacher education programme from 2008 to 2009 suggests that new teachers need to be supported in developing a more discerning use as they begin their teaching careers.
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A review of recent papers on online discussion in teaching and learning in higher education
TL;DR: A review of a sample of recent case studies on the use of asynchronous online discussion in higher education in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion finds them to be frequently based on social constructivist principles.