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Digital Transformation of Learning Organizations / / edited by Dirk Ifenthaler, Sandra Hofhues, Marc Egloffstein, Christian Helbig
| Digital Transformation of Learning Organizations / / edited by Dirk Ifenthaler, Sandra Hofhues, Marc Egloffstein, Christian Helbig |
| Autore | Ifenthaler Dirk |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (XXI, 252 p. 22 illus., 8 illus. in color.) |
| Disciplina | 371.2 |
| Soggetto topico |
School management and organization
Education - Data processing Educational technology Organization and Leadership Computers and Education Digital Education and Educational Technology |
| ISBN |
9783030558789
3030558789 |
| Classificazione | EDU001000EDU039000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- Part I: Digital Transformation -- Opportunities and challenges of digital transformation for organizations; Dirk Ifenthaler -- Media literacy as driver for digital transformation; Guido Bröckling -- NN Sandra Hofhues, Christian Helbig -- Development of a maturity model for digital transformation of organizations; Dirk Ifenthaler -- Part II: International Perspectives on Learning Organizations -- Performance-oriented digital transformation; Minhong Wang -- Impact of digitization on the relevance of further education; Christian Harteis -- Harnessing big data for organizational readiness; Lisa A. Giacumo -- Conceptual change in the face of digitalization; Michael Goller -- Complex change in learning organizations; Eugene Kowch. |
| Record Nr. | UNINA-9910433228503321 |
Ifenthaler Dirk
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Open and Inclusive Educational Practice in the Digital World / / edited by Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaías
| Open and Inclusive Educational Practice in the Digital World / / edited by Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaías |
| Autore | Ifenthaler Dirk |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (250 pages) |
| Disciplina |
371.33
371.9046 |
| Collana | Cognition and Exploratory Learning in the Digital Age |
| Soggetto topico |
Educational technology
Inclusive education Educational psychology Digital Education and Educational Technology Inclusive Education Educational Psychology |
| ISBN |
9783031185120
3031185129 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- References -- Acknowledgements -- Contents -- About the Editors -- Part I: Analytics-Driven Perspectives -- Chapter 1: Behavioral Patterns and Learner Interactions in Enterprise MOOCs -- 1 Introduction -- 2 The openSAP University -- 3 Sequential Analysis of Learning Behavior -- 4 Learner Behavior in Enterprise MOOCs -- 4.1 Sample, Data Collection, and Procedure -- 4.2 Results -- 4.2.1 Behavioral Patterns Over All Courses -- 4.2.2 Differences in Behavioral Patterns According to Topic Area -- 4.2.3 Typical Interaction Sequences -- 5 Discussion -- Appendix: Detailed Findings for System Interactions -- References -- Chapter 2: The Smart MOOC Integrated with Intelligent Tutoring: A Case Study -- 1 Introduction -- 2 Method -- 2.1 Research Model -- 2.2 Participants -- 2.3 Data Collection Tools and Data Analysis -- 3 Results -- 3.1 Student Views on the Benefits of the Smart MOOC Integrated with Intelligent Tutoring Environment -- 3.2 Student Views on the Disliked Features of the Smart MOOC Integrated with Intelligent Tutoring Environment -- 3.3 Student Views on the Use of Smart MOOC Integrated with Intelligent Tutoring Environment Developed in Different Learning Contexts -- 3.4 Student Views on the Ease of Use of the Smart MOOC Integrated with Intelligent Tutoring Environment -- 3.5 Suggesting Situations of Students to Use the Smart MOOC Integrated with Intelligent Tutoring Environment to their Friends -- 3.6 Students' Views on the Aspects of the Smart MOOC Integrated with Intelligent Tutoring Environment that Are Open to Improvement -- 4 Conclusion and Discussion -- References -- Chapter 3: Incorporating Time in Dispositional Learning Analytics Models -- 1 Introduction -- 2 Temporality in Learning Analytics -- 2.1 The Role of Time in Learning -- 2.2 Seeking Balance -- 2.3 Research Objectives -- 3 Methods -- 3.1 Context and Setting.
3.2 Participants -- 3.3 E-Tutorial Log Data -- 3.4 Disposition Data -- 3.5 Statistical Analyses -- 4 Results -- 4.1 Student Engagement Profiles by Clustering Log Data -- 4.2 Relevance of Clustering-Based Profiles for Course Performance -- 4.3 Profiles and Student Aptitudes as Dispositions -- 5 Discussion and Conclusions -- References -- Chapter 4: The GoalTrees Hierarchical Goal-Setting Intervention for Higher Education -- 1 Introduction -- 1.1 Hierarchical Goal Setting in a Digital Study Assistant -- 2 Three Recent Studies -- 2.1 Development History -- 2.2 Study 1: Comparative UI/UX Testing -- 2.2.1 Methods -- 2.2.2 Results -- 2.2.3 Amount of Interactions and Time on Task -- 2.3 System Usability Scale -- 2.3.1 Ranking -- 2.3.2 Limitations -- 2.3.3 Summary and Implications -- 2.4 Study 2: Effects of OCEAN Personality Traits -- 2.4.1 Methods -- 2.4.2 Results -- 2.4.3 Summary and Implications -- 2.5 Study 3: Root Goal Elicitation with Priming -- 2.5.1 Methods -- 2.5.2 Results -- 2.5.3 Summary and Implications -- 3 Discussion and Outlook -- 3.1 GoalTrees Software -- References -- Chapter 5: A Learner's Behavior Model for an E-Learning Hybrid Recommender System -- 1 Introduction -- 2 Related Works -- 3 Problem Statement -- 4 Description of the Student's Behavior: The Mode of Reasoning and the Degree of Activity -- 5 Implementation of the Learner's Behavior Model -- 5.1 Experimental Protocol -- 6 Learning Steps -- 6.1 Data Collection -- 7 Evaluation -- 8 Conclusion and Perspectives -- References -- Chapter 6: A User-Focused Approach to Developing a Digital Study Assistant Through a Mixed Method Design -- 1 Introduction -- 1.1 Study Assistant Software Prototype Used in Our Field Study -- 1.2 Modular Software Architecture with Recommender Modules -- 2 Methods -- 2.1 Quantitative: Data Collection, Dataset, and Data Analysis. 2.2 Qualitative: Design Thinking Workshops -- 3 Results -- 3.1 Quantitative Data Analysis Results -- 3.2 Quantitative Results: Design Thinking Workshop -- 4 Discussion -- 4.1 Interpretation of the Results -- 4.2 Limitations -- 4.3 Future Development -- References -- Chapter 7: The Effect of Social Closeness on Perceived Satisfaction of Collaborative Learning -- 1 Introduction -- 2 Background -- 2.1 Social Closeness -- 2.2 Ego Networks -- 2.3 Hypotheses -- 3 Method -- 3.1 Participants and Design -- 3.2 Measures -- 3.2.1 Social Closeness -- 3.2.2 Perceived Satisfaction of Collaborative Learning -- 4 Results -- 4.1 The Impact of Demographic Factors on Social Closeness and Collaborative Learning -- 4.2 Impact of Social Closeness on Collaborative Learning -- 5 Discussion -- 6 Conclusion -- References -- Chapter 8: Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool -- 1 Introduction -- 2 Previous Works -- 2.1 Participatory Design -- 2.2 Learning Analytics Dashboard -- 3 RQ1.1: Transposition of a Tangible Tool to a Digital Tool -- 3.1 Material -- 3.1.1 The PADDLE Method -- 3.1.2 Transposition of Relevant Properties of PADDLE -- 3.1.3 The ePADDLE Method -- 3.1.4 Additional Data Collected with ePADDLE to Evaluate Collaboration -- 3.2 Method and Data Collected -- 3.2.1 Conditions and Methodology of the Experiment with PADDLE -- 3.2.2 Conditions and Methodology of the Experiment with ePADDLE -- 3.2.3 Method -- 3.3 Results of the Experiments -- 4 Discussion -- 5 RQ1.2: Digital Tool Used in Face-to-Face -- 5.1 Material and Method -- 5.2 Results -- 5.3 Discussion -- 6 Conclusion and Perspectives -- References -- Chapter 9: A Comparative Analysis of Approaches to Design and Capitalize Data Indicators -- 1 Introduction -- 2 Related Works -- 3 Capitalization: Definition and Concepts. 3.1 Defining Data Indicator Capitalization -- 3.2 Criteria to Compare Approaches in Data Indicator Design -- 3.2.1 Appropriability -- 3.2.2 Reusability -- 3.2.3 Shareability -- 3.2.4 Adaptability -- 4 Comparing Data Indicator Design Approaches -- 4.1 Selection of Indicator Design Approaches -- 4.2 Literature Review Grid -- 5 Conclusion -- References -- Part II: Practice-Based Perspectives -- Chapter 10: Analyzing Students' Computational Thinking and Programming Skills for Mathematical Problem Solving -- 1 Introduction -- 2 Literature Review and Theoretical Basis -- 2.1 Mathematical Thinking (MT) -- 2.2 Computational Thinking (CT) -- 2.3 Programming -- 2.4 Connecting MT, CT, and Programming -- 3 Methodology -- 3.1 Context of the Study, Research Question, and Methods -- 3.2 The Task -- 3.3 Group Work Activities -- 4 Results -- 4.1 Group 1 -- 4.2 Group 2 -- 4.3 Group 3 -- 5 Discussion -- 6 Pedagogical Implications -- 7 Limitations and Conclusions -- References -- Chapter 11: Development of Students' Problem-Solving Skills in Primary School Physics Lessons -- 1 Introduction -- 2 Higher-Order Thinking Skills and Technology-Enriched Learning Environment -- 3 Methodology -- 3.1 Research Design -- 3.2 Procedure and Data Collection -- 3.2.1 Problem-Solving Skills -- 3.2.2 Students' Survey -- 4 Results -- 4.1 Effect of the Intervention to Students' Problem-Solving Skills -- 4.2 Survey -- 5 Discussion -- 6 Conclusion -- References -- Chapter 12: Assessing COMPER Environment to Support Self-Regulation During Autonomous Work -- 1 Introduction -- 2 Supporting Students' Autonomous Work at the University -- 2.1 Promoting SRL Strategies -- 2.2 Exercisers, Activity Visualization, and SRL -- 3 Supporting Self-Regulation in an Introductory Shell Programming Course -- 3.1 The Observed Tools -- 3.2 Implementation of the Tools in a Distance Learning Programming Course. 3.3 Research Questions -- 4 Study -- 4.1 Participants -- 4.2 Collected Data -- 5 Results -- 5.1 Learners' Abilities to Implement SRL Strategies -- 5.2 Analysis of COMPER Project's Combination Use and Usefulness -- 5.2.1 Analysis of the Exerciser Platform's Uses and Usefulness -- 5.2.2 Analysis of the OLM Module's Uses and Usefulness -- 5.3 SRL Profiles and Services Used -- 5.3.1 OLM Module Usability -- 5.3.2 Comparison of the Four Visualizations -- 6 Discussion -- 6.1 Usability and Implementation of Tools -- 6.2 Usefulness of the Tools -- 7 Conclusion -- References -- Chapter 13: Reflective Teacher Education in the Digital Age -- 1 Introduction -- 2 Rationale of the Research Project -- 3 Study Design and Methodology -- 4 Results -- 4.1 Development and Implementation of the Learning Design -- 4.2 Data Collection and Analysis -- 5 AI-Based Development Potentials -- 5.1 AIED: Artificial Intelligence in Education -- 5.2 AI Applications in Education -- 5.3 Implementation Approach of the Intelligent Tutoring System -- 5.4 Conceptual Implementation of the Intelligent Tutoring System in Teacher Education Processes -- 6 Conclusion and Discussion -- References -- Chapter 14: Examining of Learners' Usage in Assessment Management System Which Integrated Adaptive Mastery Testing -- 1 Introduction -- 1.1 Adaptive Mastery Testing (AMT) -- 2 Method -- 2.1 Participants -- 2.2 Adaptive Mastery Testing Environment -- 2.2.1 Presentation Model and Learner Interface -- 2.2.2 Learner/User Model -- 2.2.3 Assessment Model -- 2.2.4 Domain Model -- 2.2.5 Item Pool -- 2.3 Data Collection Tools and Data Analysis -- 3 Findings -- 3.1 Participation Structure of the Learners on Adaptive Mastery Testing Environment -- 3.2 Examining of the Learners' Usage of Adaptive Mastery Testing -- 4 Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910635384903321 |
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Ifenthaler Dirk
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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