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  • 1
    ISBN: 9783642323010 , 1283944650 , 9781283944656
    Language: English
    Pages: Online-Ressource (XVII, 450 p. 64 illus, digital)
    Series Statement: New Frontiers of Educational Research
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Reshaping learning
    RVK:
    RVK:
    Keywords: Computer science ; Education ; Education ; Computer science ; Aufsatzsammlung ; E-Learning ; Lerntheorie ; Bildungsforschung ; Unterricht ; Neue Medien ; Lernen ; Neue Medien ; Unterricht ; Neue Medien ; Aufsatzsammlung
    Abstract: This edited volume presents selected papers from distinguished experts and professors in learning technologies and related fields, all of them pioneers with innovative approaches to the development of learning technologies. This book will address the main issues concerned with current trends in and the future development of learning processes, innovative pedagogies, the effects of new technologies on education, and future learning content. Learning technologies have been affected by technological advances and changes in the field of education. Today we cannot afford to first observe changes and then adapt to them; instead we need to predict changes and respond to them positively and actively in order to shape trends more beneficially. This book collects the latest concepts at the frontier of learning education and future developments with regard to learning, pedagogies, and learning technologies in order to arrive at an image of learning education in the near future.
    Description / Table of Contents: Reshaping Learning; Foreword; Preface; Contents; Part I New Shape of Learning; 1 The New Shape of Learning: Adapting to Social Changes in the Information Society; Abstract; 1.1…The Need to Reshape Learning to Reflect Social Changes in Today's Information Society; 1.2…Connected Learning: Matching Learning with Social Change; 1.2.1 Transitioning from Traditional Learning to Connected Learning; 1.2.2 The Characteristics of Connected Learning; 1.2.3 Teaching Methodology Changes Required by Connected Learning; 1.2.4 Preparation: From Preparing Lessons to Designing Learning Activities
    Description / Table of Contents: 1.2.5 Process: From Lecturing to Organizing Learning Activities1.2.6 Evaluation: From Examinations to the Entire Learning Process; 1.2.7 Services: From Monitoring to Providing Support for the Learning Process; 1.3…The Learning Scenario: Identifying When, Where and How Learning Occurs; 1.3.1 The Meaning of Learning from Different Perspectives; 1.3.2 The Concept of a Learning Scenario; 1.3.3 The Features of Five Typical Learning Scenarios; 1.4…Five Laws on Technology Enhanced Learning; 1.4.1 Technology Enhanced Learning (TEL) and Learning Scenarios
    Description / Table of Contents: 1.4.2 Conditions for Effective Learning Activities1.4.3 The Five Laws of TEL; 1.4.3.1 Law 1: On Intrinsic Access to e-Learning Resources; 1.4.3.2 Law 2: On Virtual Learning Communities; 1.4.3.3 Law 3: On Learning Management Systems; 1.4.3.4 Law 4: On user's Understanding of the Designer's Intention; 1.4.3.5 Law 5: On Learners Asking for Help; 1.5…The Transformation of Digital Resources from Nibbled Learning to Connected Learning; 1.5.1 Typical Forms of Digital Resources for Nibbled Learning; 1.5.1.1 Classroom Migration Resources (CMR): A Metaphor for Traditional Classroom Transfer
    Description / Table of Contents: 1.5.1.2 Digitalized Independent-Learning Resources (DIR): A Metaphor for the Digitalization of Self-Study Materials1.5.1.3 Simple Mixed Resources (SMR): A Metaphor for the Mixing of Traditional and Digitalized Learning Resources; 1.5.2 Typical Forms of Digital Resources for Connected Learning; 1.5.2.1 Mini Courseware and ''Apps'' (MCA); 1.5.2.2 Task Oriented Resources (TOR); 1.5.2.3 Experience Oriented Resources (EOR); 1.5.2.4 Collaboration Oriented Resources (COR); 1.5.2.5 Social Learning Resources (SLR); 1.6…Other Aspects on the Transmission from Nibbled Learning to Connected Learning
    Description / Table of Contents: 1.6.1 Focus on the Research on Learning Psychology in the Technology Environment1.6.2 Pay More Attention to the Design and Support of Learning Activities; 1.6.2.1 Learning Support and Services; 1.6.2.2 Training for Teachers; 1.6.2.3 More Comprehensive Review and Study on the Application of Computer in Education; References; 2 Emerging Dimensions of Learning; Abstract; 2.1…Introduction; 2.2…In the Quest for Ideal Learning; 2.3…Four Seasons of Exploring Learning Approaches in Diverse Settings; 2.3.1 Spring: Preparing the ground---Kids' Club
    Description / Table of Contents: 2.3.2 Summer: Growth by Cross-Fertilizing Formal and Informal Education---Contextualized ICT Education in Developing Countries
    Note: Description based upon print version of record
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 2
    ISBN: 1283444186 , 9781461415398 , 9781283444187
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.33/44678
    RVK:
    RVK:
    Keywords: Education ; Educational psychology ; Consciousness ; Computerunterstützter Unterricht
    Abstract: Towards Learning and instruction in Web 3.0, which includes selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2010 (http://www.celda-conf.org/) addresses the main issues concerned with evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age. The convergence of these two disciplines continues to increase and in turn, affects the academic and professional spheres in numerous ways. Towards Learning and Instruction in Web 3.0 addresses paradigms such as just-in-time learning, constructivism, stud
    Description / Table of Contents: Towards Learningand Instruction in Web 3.0; Preface; Acknowledgements; Introduction:Is Web 3.0 Changing Learning and Instruction?; Introduction; Web Generations; Implications for Learning and Instruction; Future Perspectives; References; Contents; Contributors; Part I: Student-Centered Learning; Chapter 1: Facilitating Learning Through Dynamic Student Modelling of Learning Styles; 1 Introduction; 2 Architecture for Dynamic Student Modelling; 2.1 Static Student Modelling Module; 2.2 Notification Mechanism; 2.3 Dynamic Student Modelling Module; 2.4 Learning Style Calculation Module
    Description / Table of Contents: 2.5 Data Extraction Module2.6 Dynamic Analysis Module; 2.7 Student Model; 3 Application of the Architecture in a Learning System; 3.1 Course Structure and Available Behaviour Patterns; 3.2 Providing Adaptive Feedback Based on Learning Styles; 4 Discussion and Conclusions; References; Chapter 2: SQAR: An Annotation-Based Study Process to Enhance the Learner's Personal Learning; 1 Introduction; 2 The Annotation Practice; 3 Learner's Personnel Annotation; 4 Web Annotation Tools; 5 SQAR Process: An Annotation Based Pedagogical Process; 5.1 Learner's Personal Annotation Formalism
    Description / Table of Contents: 5.2 Architecture of SQAR Process5.3 Modeling of SQAR Process; 6 Webannot a Prototype of PAML; 7 Experimentation; 7.1 Participants, Materials and Method; 8 Results; 9 Discussion; 10 Related Work; 11 Conclusion and Future Work; References; Chapter 3: Online Formative Assessment in a Medical PBL-Curriculum; 1 Introduction; 2 Method; 3 Results; 3.1 Current FAs; 3.2 Future Online FA: Students' and Lecturers' Expectations; 4 Discussion; 5 Outlook; 5.1 Requirements for Online FAs; 5.2 Creating a Didactic Metadata Layer; 6 Conclusion; References
    Description / Table of Contents: Chapter 4: The Effect of Project Based Web 2.0-Learning on Students' Outcomes1 Introduction; 2 Project-Based Learning and Informal Learning; 3 Community-Based Project Management Learning Model; 4 Web-Based Learning System: PHD-LAB as a Social Community Project Management System; 5 Learning Content and Activities via PHD-LAB; 6 Aim of this Study and Hypothesis; 6.1 Hypothesis 1: Learners' Performance Between Groups; 6.2 Hypothesis 2: Learners' Attitude Between Groups; 7 Method; 7.1 Research Design; 7.2 Data Collection; 7.3 Reliability of Rubrics; 7.4 Attitude Scale
    Description / Table of Contents: 7.5 Reliability of Attitude Scale8 Results and Discussion; 8.1 Hypothesis 1: Learner Performance Between Groups; 8.2 Hypothesis 2: Learners' Attitude Between Groups; 8.2.1 Attitude Towards CBPM Learning Model; 8.2.2 Outcomes of Learning: Writing of the Final Report; 8.2.3 Attitude Towards Future Work of PHD-LAB System; 9 Conclusion; References; Part II: Collaborative Learning; Chapter 5: Collaborative Language Learning Game as a Device Independent Application; 1 Introduction; 1.1 Pedagogical Concept; 2 Description of the Game; 2.1 Description of the Game States; 2.1.1 Wait/Idle State
    Description / Table of Contents: 2.1.2 Write State
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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  • 3
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9781441915511
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.334
    RVK:
    Keywords: Education ; Educational psychology
    Abstract: Instruction tailored to the individual student, learning and teaching outside the limits of time and space--ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researcher
    Description / Table of Contents: Preface; Acknowledgments; Contents; Contributors; Reviewers; 3.1.4 Meaning from Alternative Answers; Part I Cognitive Approaches to Learning and Instruction (Spector); 1 Learning and Instruction in the Digital Age; 1.1 The Dawn of the Digital Age; 1.2 Opportunities and Concerns for Learning and Instruction in the Digital Age; 1.3 A Step Forward: Personal Learning Management Systems; 1.4 Beyond the Digital Age; References; 2 Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory; 2.1 Introduction; 2.2 Assumptions Underlying Student-Centered Learning
    Description / Table of Contents: 2.2.1 Locus and Nature of Knowledge2.2.2 Role of Context; 2.2.3 Role of Prior Knowledge and Experience; 2.3 Nagging Issues; 2.3.1 Technical System Knowledge and Familiarity; 2.3.2 Disorientation; 2.3.3 Canonical Versus Individual Meaning: Misconceptions; 2.3.4 Knowledge as Accretion Versus Tool; 2.3.5 To Scaffold or to Direct; 2.3.6 Attitudes, Beliefs, and Practices; 2.3.7 Cognitive Load; 2.3.8 Metacognitive Demands; 2.4 Implications for Research, Theory, and Design; 2.4.1 Can Student-Centered, Web-Based Learning Be Scaffolded?
    Description / Table of Contents: 2.4.2 Will Students Critically Assess the Legitimacy, Veracity, and Accuracy of Resources?2.4.3 Will Scaffolding Help Students to Manage Cognitive Complexity?; 2.4.4 Will Students Negotiate Their Individual Learning Needs?; 2.4.5 Will Students Identify Appropriate and Relevant Resources?; References; 3 Testing as Feedback to Inform Teaching; 3.1 Introduction; 3.1.1 Summative Versus Formative Testing; 3.1.2 Substituting Memorization for Understanding; 3.1.3 The Test Interpretation Problem; 3.2 An Alternative Approach to Test Scoring; 3.2.1 Solving the Linear Dependency Issue
    Description / Table of Contents: 3.2.2 Interpreting the Patterns3.3 Implications for Testing Theory; 3.3.1 Heads or Tails: The Dichotomy Dilemma?; 3.3.2 A Dicey Alternative; 3.3.3 Exposing the Dynamics of Learning; 3.3.4 Associating Independent Tests; 3.4 A New Model for Assessing Learning; 3.4.1 Illustrations Using Actually Student Data; 3.4.2 Student Performance Change; 3.4.2.1 Student 2350; 3.4.2.2 Student 1660; 3.4.2.3 Student 1150; 3.4.2.4 Student 160; 3.5 Summary, Conclusions, and Implications; Appendix; Notes for Appendix; References; 4 Enhancing Learning from Informatics Texts; 4.1 Introduction
    Description / Table of Contents: 4.2 The ConstructionIntegration Model4.2.1 Text Coherence; 4.2.2 The Measurement of Learning; 4.3 The Study; 4.3.1 Method; 4.3.1.1 Participants; 4.3.1.2 Procedure; 4.3.2 Materials and Tasks; 4.3.2.1 Matching Activity (Pre-reading and Post-reading Test); 4.3.2.2 Texts; 4.3.2.3 The Propositional Representation of Text; 4.3.3 Text Recall; 4.3.4 Assessment Questions; 4.3.5 Data Collection; 4.4 Results; 4.4.1 Matching Activity; 4.4.1.1 Reading Rates; 4.4.1.2 Text Recall; 4.4.1.3 Assessment Questions; 4.5 Conclusions and Future Plans; References
    Description / Table of Contents: Part II Knowledge Representation and Mental Models (Ifenthaler)
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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