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Responsive Open Learning Environments: Outcomes of Research from the ROLE Project

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ISBN: 9783319023984 9783319023991 Year: Pages: 252 DOI: 10.1007/978-3-319-02399-1 Language: English
Publisher: Springer Nature
Subject: Social Sciences --- Education
Added to DOAB on : 2015-07-24 08:59:06
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This book presents the outcomes of four years of educational research in the EU-supported project called ROLE (Responsive Online Learning Environments). ROLE technology is centered around the concept of self-regulated learning that creates responsible learners, who are capable of critical thinking and able to plan their own learning processes. ROLE allows learners to independently search for appropriate learning resources and then reflect on their own learning process and progress. To accomplish this, ROLE´s main objective is to support the development of open personal learning environments (PLEs). ROLE provides a framework consisting of “enabler spaces” on the one hand and tools, content, and services on the other. Utilizing this framework, learners are invited to create their own controlled and preferred learning environments to trigger and motivate self-regulated learning.Authors of this book are researchers, developers and teachers who have worked in the ROLE project and belong to the ROLE partner consortium consisting of 16 internationally renowned research institutions, including those from 6 EU countries and China. Chapters include numerous practical tutorials to guide the reader in creating innovative and useful learning widgets and present the best practices for the development of PLEs.

Chapter: 'Introducing the U.S. Cyberlearning Community' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Book chapter)

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Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: Pages: 3 DOI: 10.1007/978-3-319-45153-4_82 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 16:55:08
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The term “Cyberlearning” is used in the United States to describe a community of researchers, largely funded by the US National Science Foundation, who are exploring the integration of computer science research with learning sciences research. The Cyberlearning community is parallel to the EC-TEL community and the purpose of this poster is to foster mutual engagement between the communities. The paper describes the origin of the term, the conception of the field, the kinds of research being conducted, and some of the exemplary projects. The paper will also introduce the Center for Innovative Research in Cyberlearning (CIRCL), which is the hub of the knowledge network (research community) for cyberlearning and hosts a useful collection of resources.

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innovation --- learning --- technology

The Onlife Manifesto: Being Human in a Hyperconnected Era

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ISBN: 9783319040929 9783319040936 Year: Pages: 264 DOI: 10.1007/978-3-319-04093-6 Language: English
Publisher: Springer Nature
Subject: Pharmacy and materia medica --- Biotechnology --- Business and Management
Added to DOAB on : 2015-07-20 15:00:53
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What is the impact of information and communication technologies (ICTs) on the human condition? In order to address this question, in 2012 the European Commission organized a research project entitled The Onlife Initiative: concept reengineering for rethinking societal concerns in the digital transition. This volume collects the work of the Onlife Initiative. It explores how the development and widespread use of ICTs have a radical impact on the human condition.ICTs are not mere tools but rather social forces that are increasingly affecting our self-conception (who we are), our mutual interactions (how we socialise); our conception of reality (our metaphysics); and our interactions with reality (our agency). In each case, ICTs have a huge ethical, legal, and political significance, yet one with which we have begun to come to terms only recently.The impact exercised by ICTs is due to at least four major transformations: the blurring of the distinction between reality and virtuality; the blurring of the distinction between human, machine and nature; the reversal from information scarcity to information abundance; and the shift from the primacy of stand-alone things, properties, and binary relations, to the primacy of interactions, processes and networks.Such transformations are testing the foundations of our conceptual frameworks. Our current conceptual toolbox is no longer fitted to address new ICT-related challenges. This is not only a problem in itself. It is also a risk, because the lack of a clear understanding of our present time may easily lead to negative projections about the future. The goal of The Manifesto, and of the whole book that contextualises, is therefore that of contributing to the update of our philosophy. It is a constructive goal. The book is meant to be a positive contribution to rethinking the philosophy on which policies are built in a hyperconnected world, so that we may have a better chance of understanding our ICT-related problems and solving them satisfactorily.The Manifesto launches an open debate on the impacts of ICTs on public spaces, politics and societal expectations toward policymaking in the Digital Agenda for Europe’s remit. More broadly, it helps start a reflection on the way in which a hyperconnected world calls for rethinking the referential frameworks on which policies are built.

Higher Education in the Era of the Fourth Industrial Revolution

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ISBN: 9789811301940 Year: Pages: 229 DOI: 10.1007/978-981-13-0194-0 Language: English
Publisher: Springer Nature
Subject: Education --- Languages and Literatures
Added to DOAB on : 2020-01-29 11:21:05
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This open access collection examines how higher education responds to the demands of the automation economy and the fourth industrial revolution. Considering significant trends in how people are learning, coupled with the ways in which different higher education institutions and education stakeholders are implementing adaptations, it looks at new programs and technological advances that are changing how and why we teach and learn. The book addresses trends in liberal arts integration of STEM innovations, the changing role of libraries in the digital age, global trends in youth mobility, and the development of lifelong learning programs. This is coupled with case study assessments of the various ways China, Singapore, South Africa and Costa Rica are preparing their populations for significant shifts in labour market demands – shifts that are already underway. Offering examples of new frameworks in which collaboration between government, industry, and higher education institutions can prevent lagging behind in this fast changing environment, this book is a key read for anyone wanting to understand how the world should respond to the radical technological shifts underway on the frontline of higher education.

Computational Thinking Education

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ISBN: 9789811365287 Year: Pages: 382 DOI: 10.1007/978-981-13-6528-7 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-04 11:21:24
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This This book is open access under a CC BY 4.0 license. This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry.

Sonic Skills

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ISBN: 9781137598295 Year: Pages: 174 DOI: 10.1057/978-1-137-59829-5 Language: English
Publisher: Springer Nature
Subject: Agriculture (General) --- General and Civil Engineering
Added to DOAB on : 2020-02-05 11:21:03

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It is common for us today to associate the practice of science primarily with the act of seeing—with staring at computer screens, analyzing graphs, and presenting images. We may notice that physicians use stethoscopes to listen for disease, that biologists tune into sound recordings to understand birds, or that engineers have created Geiger tellers warning us for radiation through sound. But in the sciences overall, we think, seeing is believing. This open access book explains why, indeed, listening for knowledge plays an ambiguous, if fascinating, role in the sciences. For what purposes have scientists, engineers and physicians listened to the objects of their interest? How did they listen exactly? And why has listening often been contested as a legitimate form of access to scientific knowledge? This concise monograph combines historical and ethnographic evidence about the practices of listening on shop floors, in laboratories, field stations, hospitals, and conference halls, between the 1920s and today. It shows how scientists have used sonic skills—skills required for making, recording, storing, retrieving, and listening to sound—in ensembles: sets of instruments and techniques for particular situations of knowledge making. Yet rather than pleading for the emancipation of hearing at the expense of seeing, this essay investigates when, how, and under which conditions the ear has contributed to science dynamics, either in tandem with or without the eye.

Solving the Powertrain Puzzle: 10th Schaeffler Symposium April 3/4, 2014

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ISBN: 9783658061944 9783658064303 Year: Pages: 528 DOI: 10.1007/978-3-658-06430-3 Language: English
Publisher: Springer Nature
Subject: Electrical and Nuclear Engineering --- Pharmacy and materia medica --- General and Civil Engineering --- Materials --- Transportation --- Chemical Engineering --- Biotechnology --- Computer Science --- Business and Management
Added to DOAB on : 2014-10-15 15:03:38
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Every four years, Schaeffler provides an insight into its latest developments and technologies from the engine, transmission and chassis as well as hybridization and electric mobility sectors. In 2014 the Schaeffler Symposium with the motto “Solving the Powertrain Puzzle” took place from 3th to 4th of April in Baden-Baden. Mobility for tomorrow is the central theme of this proceeding. The authors are discussing the different requirements, which are placed on mobility in different regions of the world. In addition to the company's work in research and development, a comprehensive in-house mobility study also provides a reliable basis for the discussion. The authors are convinced that there will be a paradigm shift in the automotive industry. Issues such as increasing efficiency and advancing electrification of the powertrain, automatic and semi-automatic driving, as well as integration in information networks will define the automotive future. In addition, the variety of solutions available worldwide will become increasingly more complex and mobility patterns will also change rapidly. However, this does not mean that cars will drive virtually in the future. Powertrains based on internal combustion engines will still dominate for a very long time and demonstrate new strengths in combination with hybrid drives. Transmissions will also gain in importance as the link between the internal combustion engine and electric motor. The proceeding “Solving the Powertrain Puzzle” contains 34 technical papers from renowned experts and researchers in the field of automotive engineering.

Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence

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ISBN: 9783319025643 9783319025650 Year: Pages: 144 DOI: 10.1007/978-3-319-02565-0 Language: English
Publisher: Springer Nature
Subject: Science (General) --- Education
Added to DOAB on : 2017-02-21 15:16:55
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This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.

Chapter: 'Future Research Directions for Innovating Pedagogy' from book: Adaptive and Adaptable Learning:11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Book chapter)

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Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: Pages: 3 DOI: https://doi.org/10.1007/978-3-319-45153-4_83 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 16:46:41
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A series of reports on Innovating Pedagogy were launched in 2012 to look at the trends that show how practitioners may engage in innovation in pedagogy. This paper looks at the latest set of trends, and highlights four 2015 trends that seem particularly rich for researchers to explore in the next five years.

Chapter: 'User Motivation and Technology Acceptance in Online Learning Environments' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Book chapter)

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Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: Pages: 5 DOI: 10.1007/978-3-319-45153-4_45 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 17:20:40
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Research on technology acceptance in educational contexts often shows little or no influence of user acceptance on use intention or use behavior. While recent attempts to factor in learners’ motivation appear promising, the problem of limited explanatory value of technology acceptance models remains. This paper further explores the relationship between motivational and acceptance factors in different learning contexts. Data (N = 673) from four studies conducted among users of two online learning environments at a major university in Germany are analyzed using a combined data set containing items relating to user motivation (according to Self-Determination Theory) and technology acceptance (according to the Unified Theory of Acceptance and Use of Technology). The data show significant differences in acceptance and motivational levels between these four groups, as well as a connection between acceptance and motivation. Implications of these results include a recommendation to revisit UTAUT assumptions and variables in future research.

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