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Artificial Intelligence for Supporting Human Cognition and Exploratory Learning in the Digital Age / / edited by Pedro Isaias, Demetrios G. Sampson, Dirk Ifenthaler
| Artificial Intelligence for Supporting Human Cognition and Exploratory Learning in the Digital Age / / edited by Pedro Isaias, Demetrios G. Sampson, Dirk Ifenthaler |
| Edizione | [1st ed. 2024.] |
| Pubbl/distr/stampa | Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024 |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 371.33 |
| Collana | Cognition and Exploratory Learning in the Digital Age |
| Soggetto topico |
Education
Educational technology Teachers - Training of Study Skills Educational psychology Digital Education and Educational Technology Teaching and Teacher Education Study and Learning Skills Educational Psychology |
| ISBN | 3-031-66462-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Artificial Intelligence And Its Challenges In Education. Evaluating Popular Mooc Platforms By Generative Artificial Intelligence (Ai) Robots: How Consistent Are The Robots? -- Integrating Large Language Models In Art And Design Education -- Usage Of And Attitudes Towards Ai-Technology In The Learning Processes Of First-Year Students -- Exploring Infranodus: A Text Analysis Tool -- Fostering Problem Solving And Critical Thinking In Mathematics Through Generative Artificial Intelligence -- Part Ii: Does Chatgpt Disrupt Education?. How To Deal With Ai-Powered Writing Tools In Academic Writing: A Stakeholder Analysis -- Homogeneity Of Token Probability Distributions In Chatgpt And Human Texts -- Anchoring Concepts Influence Essay Conceptual Structure And Test Performance -- Chatgpt And Bard In Education: A Comparative Review -- Part Iii: Learning Analytics And Its Applications. Mining, Analyzing, And Modeling The Cognitive Strategies Students Use To Construct Higher Quality Causal Maps -- Grouping Students’ Learning Patterns With Manaba’s Log Data By K-Means -- Leveraging Emotions To Enhance Learning Success In Online Education: A Systematic Review -- Score Prediction From Programming Exercise System Logs Using Machine Learning -- The Effects Of Learning Analytics-Based Feedback On Knowledge Acquisition: The Role Of Feedback Literacy -- Three Frameworks For Data Literacy -- Part Iv: Exploratory Technologies And Its Benefits. The Effects Of Age And Learning With Educational Robotic Devices On Children's Algorithmic Thinking -- Effects Of An Immersive, Multilinear Future Scenario For Education Purposes -- On The Predictors Of Computational Thinking Self-Efficacy -- Mathematical Problem-Solving By Means Of Computational Thinking And Programming: A Use-Modify-Create Approach -- The Use Of Metacognitive Strategies In Storytelling To Examine Preschool Children's Listening Comprehension Skills -- Tap Or Swipe: Interaction's Impact On Cognitive Load And Rewards In A Mobile Mental Math Game -- Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms -- Augmented Reality And Virtual Reality In Preservice Teacher Preparation: A Systematic Review Of Empirical Literature. |
| Record Nr. | UNINA-9910879588403321 |
| Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Balancing the tension between digital technologies and learning sciences / / Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaías, editors
| Balancing the tension between digital technologies and learning sciences / / Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaías, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (xxv, 292 pages) : illustrations |
| Disciplina | 370.15 |
| Collana | Cognition and exploratory learning in the digital age |
| Soggetto topico | Educational psychology |
| ISBN | 3-030-65657-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910484210603321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Online teaching and learning in higher education / / Pedro Isaias; Demetrios G. Sampson; Dirk Ifenthaler
| Online teaching and learning in higher education / / Pedro Isaias; Demetrios G. Sampson; Dirk Ifenthaler |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2020] |
| Descrizione fisica | 1 online resource (XXIV, 211 p. 57 illus., 40 illus. in color.) |
| Disciplina | 378.17344678 |
| Collana | Cognition and Exploratory Learning in the Digital Age |
| Soggetto topico |
Web-based instruction
Internet in higher education Education, Higher - Computer-assisted instruction |
| ISBN | 3-030-48190-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Online Higher Education -- Digital competence model of distance learning students -- Relationship between goal orientation, conception of learning and learning behaviour -- Proposing and evaluating a model of co-construction of the learning scenario by the learner -- Flipping your classroom: a methodology for successful flipped classrooms -- Part II: Online STEM Higher Education -- Implementation of an adaptive instructional design for a physics module in a learning management system -- OCRA, a mobile learning prototype for understanding chemistry concepts -- Study on the factors contributing to the motivation of mathematical studies at the university -- Self-organizing map analysis of educational skills using questionnaire to university students in computing classes -- Gamesonomy vs scratch: two different ways to introduce programming -- Building collaborative creativity through an iterative approach -- Part III: Learning Analytics in Online Higher Education -- Attributes of engagement in challenge-based digital learning environments -- Analysing university student academic performance at the unit level -- Online learners’ readiness and learning interactions: a sequential analysis -- BR-Map: concept map system using e-book logs -- Suitable judgement assistance of visualization method for sensor log overlapping on daily video -- Part IV: Case Studies of Online Higher Education -- How to flip a classroom and improve student learning and engagement: the case of PSYC1030 -- The communication preferences of collegiate students -- Problem-based learning and computer-based scaffolds in distance education -- Effects of content and language integrated learning class design based on the first principle of instruction theory: a case study -- Usability evaluation of a virtual learning environment: a university case study -- Comparison of developed in “efficiensea2” project platform “balticweb” with standard ECDIS (F142) -- Autodidact: Introducing the concept of mutual learning into a smart factory industry 4.0 -- Concluding Remarks -- Concluding chapter by editors. |
| Record Nr. | UNINA-9910418295303321 |
| Cham, Switzerland : , : Springer, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Open and inclusive educational practice in the digital world / / Dirk Ifenthaler, Demetrios G. Sampson, and Pedro Isaías
| Open and inclusive educational practice in the digital world / / Dirk Ifenthaler, Demetrios G. Sampson, and Pedro Isaías |
| Autore | Ifenthaler Dirk |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (250 pages) |
| Disciplina | 371.33 |
| Collana | Cognition and Exploratory Learning in the Digital Age |
| Soggetto topico |
Educational technology
Inclusive education Educació inclusiva Tecnologia educativa |
| Soggetto genere / forma |
Congressos
Llibres electrònics |
| ISBN | 3-031-18512-9 |
| 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 |
Ifenthaler Dirk
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Orchestration of learning environments in the digital world / / Dirk Ifenthaler, Pedro Isaías and Demetrios G. Sampson, editors
| Orchestration of learning environments in the digital world / / Dirk Ifenthaler, Pedro Isaías and Demetrios G. Sampson, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (323 pages) |
| Disciplina | 371.33 |
| Collana | Cognition and Exploratory Learning in the Digital Age |
| Soggetto topico |
Educational technology
Ensenyament assistit per ordinador Tecnologia educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-90944-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910522569603321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Smart Learning Environments in the Post Pandemic Era : Selected Papers from the CELDA 2022 Conference / / edited by Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaías
| Smart Learning Environments in the Post Pandemic Era : Selected Papers from the CELDA 2022 Conference / / edited by Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaías |
| Edizione | [1st ed. 2024.] |
| Pubbl/distr/stampa | Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024 |
| Descrizione fisica | 1 online resource (273 pages) |
| Disciplina | 371.33 |
| Collana | Cognition and Exploratory Learning in the Digital Age |
| Soggetto topico |
Educational technology
Study skills Teachers - Training of Digital Education and Educational Technology Study and Learning Skills Teaching and Teacher Education |
| ISBN | 3-031-54207-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I – Smart Pedagogies in the Post-Pandemic Era: Chapter 1 – Learning Analytics in Supporting Teaching and Learning – Pedagogical Perspectives (Laura Hirsto, Sanna Väisänen, Erkko Tapio Sointu & Teemu Valtonen) -- Chapter 2 – Learning Analytics Based Interventions: a Systematic Re-view of Experimental Studies (Mustafa Tepgeç, Dirk Ifenthal-er) -- Chapter 3 – Experiencing Flow in Virtual Reality: an Investigation of Complex Interaction Structures of Learning-related Variables (Miriam Mulders) -- Chapter 4 – Determining Learners’ Behavioral Patterns in a Technolo-gy and Analytics Enhanced Assessment Environment (Muhittin Şahin, Dirk Ifenthaler) -- Chapter 5 – Clustering Techniques to Investigate Engagement and Performance in Online Mathematics Courses (Francesco Floris, Marina Marchisio, Fabio Roman, Matteo Sacchet, Sergio Rabellino) -- Part II: Smart Learning Technologies in the Post-Pandemic Era: Chapter 6 – Automatic Speech Recognition System to Enhance the Use of Vocalization Strategy (Saki Hirata Masanori Yamada) -- Chapter 7 – An Educational Unified Modelling Language Program-ming Environment and its two Case Studies (Maruyama, Shinpei Ogata, Mizue Kayama, Nobuyuki Tachi, Takashi Na-gai, Naomi Taguchi) -- Chapter 8 – Physical Computing Systems: a Systematic Approach (Er-ic Schätz and Alke Martens) -- Chapter 9 – a Digital Educational Game for Practicing OER (Lubna Ali, Quang Phung, Rene Roepke, Ulrik Schroeder) -- Part III – Case Studies of Smart Learning Environments: Chapter 10 – Student Acceptance of Social Robots in Higher Education: Evidence from a Vignette Study (Josef Guggemos, Stefan Sonderegger and Sabine Seufert) -- Chapter 11 – Evaluating Different Assessment Types in an Online Geoscience Course (Emre Dinç, April L. Millet) -- Chapter 12 – Students Use of Learning Aids: Lessons from LearningAnalytics (Dirk Tempelaar) -- Chapter 13 – Didactic Activities of Artificial Intelligence: the Perspec-tive of STEM Teachers (Cecilia Fissore, Francesco Floris, Ma-rina Marchisio and Matteo Sacchet) -- Part IV – Looking To The Future: Chapter 14 – Is it time to consider Biomimetics for sustainable educa-tion? Lessons from the nature for “smarter” learning environ-ments (Boulus Shehata, Ahmed Tlili, Demetrios Sampson, Ronghuai Huang). |
| Record Nr. | UNINA-9910845489003321 |
| Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Technology supported innovations in school education / / Pedro Isaias, Demetrios G. Sampson, Dirk Ifenthaler, editors
| Technology supported innovations in school education / / Pedro Isaias, Demetrios G. Sampson, Dirk Ifenthaler, editors |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2020] |
| Descrizione fisica | 1 online resource (XXVI, 219 p. 49 illus., 34 illus. in color.) |
| Disciplina | 378.17344678 |
| Collana | Cognition and exploratory learning in the digital age |
| Soggetto topico | Education, Higher - Effect of technological innovations on |
| ISBN | 3-030-48194-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I - Exploring the use of Digital Technologies in School Education -- Chapter 1 – Digital ethnicity: Social belonging in the internet age -- Chapter 2 - The use of virtual reality at lower secondary schools -- Chapter 3 - Language and electronic medium skills development through autonomous and ideological practices -- Chapter 4 – Technology enhanced learning of motions based on a clustering approach -- Chapter 5- Comparing face-to-face to online instruction in secondary education - Findings of a repetitive factoral experiment -- Part II - Technology Supported STEM School Education -- Chapter 6 – Coding and computational thinking - using Arduino to acquire problem solving skills -- Chapter 7 – Learning through a “route planner” Human-computer information retrieval for automatic assessment -- Chapter 8 - Orchestrating outdoor location-based learning activities -- Part III- Teachers' Professional Development -- Chapter 9– Online professional learning communities for developing teachers’ digital competences -- Chapter 10 – Experiences of multimodal teaching through a serious game: meanings, practices and discourses -- Chapter 11 – The development of teacher leadership inventory in Malaysian educational context. |
| Record Nr. | UNINA-9910468246803321 |
| Cham, Switzerland : , : Springer, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||