Download PDF by Richard Noss (auth.), Andrew Ravenscroft, Stefanie: 21st Century Learning for 21st Century Skills: 7th European

By Richard Noss (auth.), Andrew Ravenscroft, Stefanie Lindstaedt, Carlos Delgado Kloos, Davinia Hernández-Leo (eds.)

ISBN-10: 3642332625

ISBN-13: 9783642332623

ISBN-10: 3642332633

ISBN-13: 9783642332630

This e-book constitutes the refereed court cases of the seventh ecu convention on know-how greater studying, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012.
The 26 revised complete papers provided have been rigorously reviewed and chosen from one hundred thirty submissions. The publication additionally comprises 12 brief papers, sixteen demonstration papers, eleven poster papers, and 1 invited paper. in particular, the programme and organizing constitution was once shaped during the topics: cellular studying and context; critical and academic video games; collaborative studying; organisational and place of work studying; studying analytics and retrieval; personalized and adaptive studying; studying environments; educational studying and context; and, studying facilitation through semantic means.

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Read or Download 21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings PDF

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Extra info for 21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings

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Providing Cognitive and Affective Scaffolding Through Teaching Strategies: Applying Linguistic Politeness to the Educational Context. , Paraguaçu, F. ) ITS 2004. LNCS, vol. 3220, pp. 77–86. Springer, Heidelberg (2004) 23. : Experimentally augmenting an intelligent tutoring system with humansupplied capabilities: adding human-provided emotional scaffolding to an automated reading tutor that listens. In: Proceedings Fourth IEEE International Conference on Multimodal Interfaces, pp. 483–490 (2002) 24.

Nevertheless, one learner recorded that “I am learning a lot actually, it is amazing how much you can miss just by asking a question in a slightly different way! I keep going back a step and looked through the other options to see where the scenario goes. Usually I’ve picked the most suitable one, but not always. ”. Prompts Analysis. Five different types of prompts were presented according to the five MAI phases described in section 3. In total 2001 prompts (Planning: 469, Information Management: 752, Monitoring: 425, Debugging: 301 and Reflection: 54) were shown to 50 students.

As explained above, each Factor consisted of a number of Items or Thinking Prompts. An item was not redisplayed once a reflection had been entered with it. Motivation. Motivation was assessed with four survey questions referring to learning more about clinical interviews, improve own interview skills, performing a good interview during the simulation and applying what has been learned in a real interview. Workload. Measures of workload were assessed by six subscales of the NASA-TX [30, 31] with a score range of 0-100.

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21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings by Richard Noss (auth.), Andrew Ravenscroft, Stefanie Lindstaedt, Carlos Delgado Kloos, Davinia Hernández-Leo (eds.)


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