LEADER 06039nam 22007215 450 001 9910768184103321 005 20240322082307.0 010 $a9783319016672 010 $a3319016679 024 7 $a10.1007/978-3-319-01667-2 035 $a(CKB)2550000001152699 035 $a(EBL)1538676 035 $a(OCoLC)876509261 035 $a(SSID)ssj0001049462 035 $a(PQKBManifestationID)11682081 035 $a(PQKBTitleCode)TC0001049462 035 $a(PQKBWorkID)11018695 035 $a(PQKB)11767501 035 $a(MiAaPQ)EBC1538676 035 $a(DE-He213)978-3-319-01667-2 035 $a(PPN)176104593 035 $a(EXLCZ)992550000001152699 100 $a20131015d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGrand Challenges in Technology Enhanced Learning $eOutcomes of the 3rd Alpine Rendez-Vous /$fby Frank Fischer, Fridolin Wild, Rosamund Sutherland, Lena Zirn 205 $a1st ed. 2014. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014. 215 $a1 online resource (85 p.) 225 1 $aSpringerBriefs in Education,$x2211-193X 300 $aDescription based upon print version of record. 311 08$a9783319016665 311 08$a3319016660 320 $aIncludes bibliographical references. 327 $aGrand Challenge Problems from the Alpine Rendez-Vous - an Introduction -- 1.1 The Concept of Grand Challenge Problems -- 1.2 Development of the Grand Challenge Problems at the Alpine Rendez-Vous -- 2 / Grand Challenge Problems from the Alpine Rendez-Vous .- 2.1 Grand Challenge Problems Focusing on Connecting Learners -- 2.1.1 GCP1: Open Collaboration in Formal Education -- 2.1.2 GCP2: Technology-Supported Representation-Fitness -- 2.1.3 GCP3: Rich-Media Assignments -- 2.1.4 GCP4: Supporting an Open Culture of Design for TEL -- 2.1.5 GCP5: Multi-Level Evaluations of TEL -- Guest Commentaries on Connecting Learners -- 2.1.6 Guest Commentary by Roy Peas -- 2.1.7 Guest Commentary by Michelle Selinger.- 2.2 Grand Challenge Problems Focusing on Orchestrating Learning -- 2.2.1 GCP6: Emotion-Adaptive TEL -- 2.2.2 GCP7: Assessment and Automated Feedback -- 2.2.3 GCP8: One Informed Tutor per Child -- 2.2.4 GCP9: Improving Educational Practices through Data-supported Information Systems -- 2.2.5 GCP10: Semiotic Recommender Systems for Learning -- 2.2.6 GCP11: Enhancing Learning with Improved Information Retrieval.- 2.2.7 GCP12: Open TEL Practices -- Guest Commentaries on Orchestrating Learning -- 2.2.8 Guest Commentary -- 2.2.9 Guest Commentary by Florian Schulz-Pernice -- 2.2.10 Guest Commentary by Jim Slotta -- 2.3 Grand Challenge Problems Focusing on Contextualising Learning -- 2.3.1 GCP13: Learning Reading at Home (Authors: Andrew Manches, Ros Sutherland and Sarah Eagle) -- 2.3.2 GCP14: Technology for Young Children?s Expression of Scientific Ideas (Authors: Andrew Manches & Ros Sutherland) -- 2.3.3 GCP15: Evaluating Informal TEL (Author: Denise M. Whitelock) -- 2.3.4 GCP16: Engaging the Brains Reward System.- 2.3.5 GCP17: Drop-Out Prevention through Attrition Analytics -- 2.3.6 GCP18: New Forms of Assessment for Social TEL Environments -- 2.3.7 GCP19: Guidance for Technology Use in Early Years -- 2.3.8 GCP20: TEL Plasticity -- 2.3.9 GCP21: European TEL DataMart -- Guest Commentaries onContextualising Learning -- 2.3.10 Guest Commentary by Charles Crook -- 2.3.11 Guest Commentary by Allison Littlejohn -- 2.3.12 Guest Commentary by Yves Punie -- 2.3.13 Guest Commentary by Karen Velasco -- GCP22: Open Research Methodology Infrastructure for CSCL.- General Conclusions -- References. 330 $aThis book presents a key piece of the vision and strategy developed in STELLAR. It sets out a new mid-term agenda by defining Grand Challenges for research and development in technology-enhanced learning. Other than mere technology prizes, STELLAR Grand Challenges deal with problems at the interface of social and technical sciences. They pose problems that can be solved only in interdisciplinary collaboration. The descriptions of the Grand Challenge Problems were sent out to a number of stakeholders from industry, academia, and policy-making who responded with insightful, creative and critical comments bringing in their specific perspectives. This book will inspire everyone interested in TEL and its neighboring disciplines in their future projects. All of the listed problems, first hints with respect to the approach, measurable success indicators and funding sources are outlined. The challenges focus on what noted experts regard as important upcoming, pending, and innovative fields of research, the solution of which is within reach in a timeframe of a mere 2 to 15 years of work. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aEducational technology 606 $aUser interfaces (Computer systems) 606 $aHuman-computer interaction 606 $aLearning, Psychology of 606 $aDigital Education and Educational Technology 606 $aUser Interfaces and Human Computer Interaction 606 $aInstructional Psychology 615 0$aEducational technology. 615 0$aUser interfaces (Computer systems) 615 0$aHuman-computer interaction. 615 0$aLearning, Psychology of. 615 14$aDigital Education and Educational Technology. 615 24$aUser Interfaces and Human Computer Interaction. 615 24$aInstructional Psychology. 676 $a005.437 700 $aFischer$b Frank$4aut$4http://id.loc.gov/vocabulary/relators/aut$0382065 702 $aWild$b Fridolin$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aSutherland$b Rosamund$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aZirn$b Lena$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910768184103321 996 $aGrand Challenges in Technology Enhanced Learning$93656077 997 $aUNINA