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

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

This booklet constitutes the refereed court cases of the seventh ecu convention on know-how more desirable studying, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012.
The 26 revised complete papers provided have been rigorously reviewed and chosen from a hundred thirty submissions. The publication additionally comprises 12 brief papers, sixteen demonstration papers, eleven poster papers, and 1 invited paper. particularly, the programme and organizing constitution was once shaped during the subject matters: cellular studying and context; severe 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 by means of semantic means.

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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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Effective identification of these properties followed by a proper utilization, might render the paper interface intuitive for the users to interact. We hypothesize that geometry education in primary schools can greatly A. Ravenscroft et al. ): EC-TEL 2012, LNCS 7563, pp. 37–50, 2012. c Springer-Verlag Berlin Heidelberg 2012 38 Q. Bonnard et al. benefit from the use of paper interfaces and their characteristics. For example, folding is a natural embodiment of axial symmetries, cutting can be the physical counterpart of recomposing figures in order to compute their areas.

Motivational effects on self-regulated learning with different tasks. ch Abstract. Paper interfaces offer tremendous possibilities for geometry education in primary schools. Existing computer interfaces designed to learn geometry do not consider the integration of conventional school tools, which form the part of the curriculum. Moreover, most of computer tools are designed specifically for individual learning, some propose group activities, but most disregard classroom-level learning, thus impeding their adoption.

In: Proceedings Fourth IEEE International Conference on Multimodal Interfaces, pp. 483–490 (2002) 24. : Scaffolding in technology-enhanced learning environments. Interactive Learning Environments 15, 27–46 (2007) 25. : Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue. , Lajoie, S. ) ITS 2008. LNCS, vol. 5091, pp. 239–249. Springer, Heidelberg (2008) 26. : Architectural Styles and the Design of Network-based Software Architectures, PhD-thesis, Citeseer (2000) 27. : Towards a Cognitive Model to Support Self-Reflection: Emulating Traits and Tasks in Higher Order Schemata.

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