This book reports on the proceedings at the STELLAR Alpine Rendez-Vous 2013, presenting strategies in handling challenges that arise when using technology-enhanced learning (TEL). With insightful contributions from leading teachers, practitioners, researchers and policy makers, this volume will inspire everyone interested in TEL in their future projects. This book continues the influential work of the STELLAR network which was funded by the European Commission to structure the research area of technology-enhanced learning and continues to the work on the previously developed research vision. It has potential to become influential in Europe, North America and Asia.
Reihe
Auflage
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Illustrationen
2
2 s/w Abbildungen
VI, 104 p. 2 illus.
Dateigröße
ISBN-13
978-3-319-12562-6 (9783319125626)
DOI
10.1007/978-3-319-12562-6
Schweitzer Klassifikation
Introduction.- Grand Challenge Problems.- People Centered Smart "Cities" through Smart City Learning.- Adaptive group awareness for social regulation of emotions in computer-supported collaborative learning.-Empowering science teachers using technology-enhanced scaffolding to improve inquiry learning.- Supporting Teacher Decision-Making Through Appropriate Feedback.- Bringing the Information and Communication Society to Vocational Education and Training.- Technology to Bridge the Gap between Learning Contexts in Vocational Training.- Towards Adaptive and Adaptable Learning in Massive Online Courses.- Interactive Learning Analytics: From accountability to 'opportunity management' in a multi-actor perspective.- How can TEL contribute to challenging educational inequalities and enhancing the social and educational participation of disenfranchised 18-24 year olds?.- Agile and productive networking of TEL SMLs.- Empowering Teachers with Student Data.- Assessing Student Learning through Continuous Collection and Interpretation of Temporal Performance Data.- Comments on the Grand Challenge Problems by Researchers, Practitioners, and Policy Makers.- Comment by Nicolas Balacheff (Researcher Perspective).- Comment by Mike Sharples (Researcher Perspective).- Comment by Peter Schwertschlager (Practitioner Perspective).- Comment by Mikko Rippatti (Practitioner Perspective).- Comment by N.N. (Policy Maker Perspective).- Comment by N.N. (Policy Maker Perspective).- Summary and Discussion.
