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Autor: Demetrios G. Sampson
ISBN-13: 9783319022635
Einband: Buch
Seiten: 347
Gewicht: 6682 g
Format: 246x171x25 mm
Sprache: Englisch

Digital Systems for Open Access to Formal and Informal Learning

Research from CELDA 2012
Presenting cutting-edge research papers from the CELDA 2012 conference, this collection offers multi-disciplinary, peer-reviewed coverage of the latest innovations in the use of digital systems and technologies to enhance both formal and informal learning.
Digital Systems for Open Access to Formal and Informal Learning.- I. Open Access to Formal and Informal Learning: Theory and Practice.- The Opem Discover Space Portal: A Socially-Powered and Open Ferderated Infrastructure.- The Evolution of University Open Courses in Transforming Learning: Experiences from Mainland China.- Massive Open Online Courses (MOOCs) and Massive Multiplayer Online Games (MMOGs): Synergies and Lessons to be Learned.- Supporting Open Access to Teaching and Learning of People with Disabilities.- Development of Visualization of Learning Outcomes Using Curriculum Mapping.- Assessing Student Learning Online.- Theorizing Why in Digital Learning.- II. Open Access to Formal and Informal Learning: Methods and Technologies.- Mobile Language Learners as Social Networkers.- A Mobile Location-Based SItuation Learning Frameworkf for Supporting Critical Thinking: A Requirements Analysis Study.- Developing Technological and Pedagogical Affordances to Support Collaborative Inquiry Science Processes.- Learning in or with Games?.- Digital Game-Based Learning in the Context of School Entrepreneurship Education: Proposing a Framework for Evaluating the Effectiveness of Digital Games.- Stimulating Learning via Tutoring and Collaborative Simulator Games.- A Methodology for Oraganizing Virtual and Remote Labs.- Creative Collaboration in a 3D Virtual World.- Active Creation of Digital Games as Learning Tools.- Augmented Reality and Learning in Science Museums.- From Teachers' to Schools' ICT Competence Profiles.- I 2 Flex: The Meeting Point of Web-Based Education and Innovative Leardership in a K-12 International School Setting.
Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations " learn " and the way to " assess learning " in 21st Century. These transformations influence: Objectives - moving from acquiring new "knowledge" to developing new and relevant "competences"; Methods - moving from "classroom" based teaching to "context-aware" personalized learning; and Assessment - moving from "life-long" degrees and certifications to "on-demand" and "in-context" accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms.
This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as:

- The evolution of University Open Courses in Transforming Learning

- Supporting Open Access to Teaching and Learning of People with Disabilities
- Assessing Student Learning in Online Courses

- Digital Game-based Learning for School Education

- Open Access to Virtual and Remote Labs for STEM Education

- Teachers' and Schools' ICT Competence Profiling

- Web-Based Education and Innovative Leadership in a K-12 International School Setting

are presented.

An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.
Editiert von: Demetrios G. Sampson, Dirk Ifenthaler, J. Michael Spector, Pedro Isaias
Demetrios G. Sampson (Department of Digital Systems, University of Piraeus & Informatics and Telematics Institute, Centre for Research and Technology - Hellas, Greece, has received a Diploma in Electrical Engineering from the Democritus University of Thrace, Greece in 1989 and a Ph.D. in Electronic Systems Engineering from the University of Essex, UK in 1995. He is a Full Professor of Digital Systems for Learning and Education at the Department of Digital Systems, University of Piraeus, Greece and a Research Fellow at the Information Technologies Institute (ITI), Centre of Research and Technology Hellas (CERTH). He is the Founder and Director of the Advanced Digital Systems and Services for Education and Learning (ASK) since 1999. He is the co-author of more than 312 publications in scientific books, journals and conferences with at least 1400 known citations (h-index: 20). He has received 6 times Best Paper Award in International Conferences on Advanced Learning Technologies. He is a Senior and Golden Core Member of IEEE and he was the elected Chair of the IEEE Computer Society Technical Committee on Learning Technologies (2008-2011). He is Co-Editor-in-Chief of the Educational Technology and Society Journal (impact factor 1.171, 2012). He is also a Member of the Steering Committee of the IEEE Transactions on Learning Technologies, Member of the Editorial Board of 22 International/National Journals and a Guest Co-Editor in 26 Special Issues of International Journals. His participation in the organization of scientific conferences involves: General and/or Program Committee Chair in 35 International Conferences, Program Committees Member in 345 International/National Scientific Conferences. He has been a Keynote/Invited Speaker in 51 International/National Conferences. He has been project director, principle investigator and/or consultant in 65 R&D projects with external funding at the range of 14 Million EUR (1991-2016). He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012).Dirk Ifenthaler (Deakin University, Australia, is the Director, Centre for Research in Digital Learning at Deakin University. His previous roles include Manager of Applied Research and Learning Analytics at Open Universities Australia, Affiliate Research Scholar at the University of Oklahoma, USA, and Interim Department Chair and Professor for Educational Science at the University of Mannheim, Germany. Professor Ifenthaler was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, the University of Oklahoma, USA. Dirk's background is in cognitive psychology, educational technology, statistics, and teacher education. He developed automated and computer-based methodologies for the assessment, analysis, and feedback of graphical and natural language representations. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers. Dirk is the Editor-in-Chief of Technology, Knowledge and Learning and a member of the Editorial Board for Educational Technology Research and Development. He is the 2013-2014 President for the AECT (Association for Educational Communications and Technology) Division Design and Development, 2013-2014 Chair for the AERA (American Educational Research Association) Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA). Dirk received the 2012 Outstanding Journal Article Award by AECT, 2009 Outstanding Reviewer Award for Educational Technology Research and Development and the 2006 Outstanding Dissertation Award by the University of Freiburg, Germany.Pedro Isaias (Universidade Alberta, Portugal, is an associate professor at Universidade Aberta (Portuguese Open University) in Lisbon, Portugal, responsible for sever
Autor: Demetrios G. Sampson
ISBN-13:: 9783319022635
ISBN: 3319022636
Verlag: Springer, Berlin, Springer International Publishing
Gewicht: 6682g
Seiten: 347
Sprache: Englisch
Auflage 2014
Sonstiges: Buch, 246x171x25 mm, 62 SW-Abb., 53 Tabellen