標(biāo)題: Titlebook: ; [打印本頁(yè)] 作者: deferential 時(shí)間: 2025-3-21 16:46
書目名稱Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond影響因子(影響力)
書目名稱Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond影響因子(影響力)學(xué)科排名
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書目名稱Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond被引頻次
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書目名稱Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond讀者反饋
書目名稱Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond讀者反饋學(xué)科排名
作者: Modify 時(shí)間: 2025-3-21 23:32
Grand Challenges in Technology-Enhanced Learning: A Dialog Started in Villard de Lans, The objective is to continue stimulating collaboration among TEL researchers and to move toward uniting the interdisciplinary TEL field. Event participants describe 12 socio-technical Grand Challenge Problems (GCPs) related to learning and to the educational system covering a wide range of topics. 作者: eulogize 時(shí)間: 2025-3-22 04:27
,Grand Challenge Problem 1: People Centered Smart “Cities” Through Smart City Learning,ts, roles and skills. The grand challenge (GC) is to develop an adequate governance of such transformation and through learning disseminate a “person in place centered” perspective to inspire the design and development of smart cities that are inclusive and supportive of the whole complexity of the 作者: 胖人手藝好 時(shí)間: 2025-3-22 05:17 作者: Nonporous 時(shí)間: 2025-3-22 09:48
Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to ImpL environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically integrated with various learning environments to empower teachers and to provide effective scaffolding to every student during inquiry. Outcomes provid作者: UTTER 時(shí)間: 2025-3-22 13:07 作者: UTTER 時(shí)間: 2025-3-22 19:02 作者: miracle 時(shí)間: 2025-3-22 22:56
Grand Challenge Problem 6: Technology to Bridge the Gap Between Learning Contexts in Vocational Traentices do often not succeed in integrating both types of knowledge. This lack can lead to motivation problems, missing cross-context knowledge transfer, and problems to develop a professional identity. We argue that “bridge-the-gap” technology has great potential. Successful action on this challeng作者: faculty 時(shí)間: 2025-3-23 04:11
Grand Challenge Problem 7: Towards Adaptive and Adaptable Learning in Massive Online Courses,es (or in short “MOCs”, including the open version of MOOCs as a subcategory). This Grand Challenge Problem deals with the application of adaptive and adaptable educational technologies that exploit user-generated data in order to support individual and group learning in MOCs. The vision is to enhan作者: detach 時(shí)間: 2025-3-23 07:25 作者: 保全 時(shí)間: 2025-3-23 11:42 作者: 格子架 時(shí)間: 2025-3-23 14:12
Grand Challenge Problem 10: TELEARC an Agile and Productive Networking of TEL Small and Medium Sizeurope needing to develop a research and innovation competence to facilitate the diverse educational systems contextualized in various institutional settings across Europe. However, to strengthen the various research practices and to develop a common scientific language on TEL research the Grand Chal作者: 最小 時(shí)間: 2025-3-23 22:06
Grand Challenge Problem 11: Empowering Teachers with Student Data, harnessed by teachers to monitor and improve their practice, but new methods and tools are needed that (1) help teachers to harness and interpret this data, and subsequently, (2) incorporate it into a framework of continuous professional development. Approaches and methods from teacher inquiry into作者: Monocle 時(shí)間: 2025-3-24 00:36
Grand Challenge Problem 12: Assessing Student Learning Through Continuous Collection and Interpreta explores how advances in data collection and analysis can be leveraged to integrate learning and assessment in one single process. Developing assessment during learning within technology enhanced learning systems requires understanding the temporal characteristics of learning: what are meaningful d作者: FAR 時(shí)間: 2025-3-24 05:39
,A Challenge to Enhance the System of Education—a Comment from a Researcher Perspective,t to change because they are bound together in an interlocking set of curricula, standards and examining processes. Thus, an overarching Grand Challenge is for educational institutions to break this deadlock and become learning systems, with educational technology as the mechanism for institutional 作者: Lyme-disease 時(shí)間: 2025-3-24 10:09
,The Grand Challenge of Diversity—A Comment from a Researcher Perspective,s well as ethical issues. This diversity is associated with a movement tending to blow up the borders between the cognitive and the social, the formal and the informal, the school and the workplace. But the newest and most remarkable fact is that this set of research propositions is at the same time作者: 反省 時(shí)間: 2025-3-24 12:58 作者: Medley 時(shí)間: 2025-3-24 16:52
,Building the Future of the Digital Age School—A Comment from a Practitioner Perspective,d share information in ways that are often different from the school’s traditional practices. How do we take this into account in teaching? What kind of skills do the future teachers need in planning and implementing new ways of learning. Schools live in a period of transitional operations, which ra作者: FAZE 時(shí)間: 2025-3-24 19:39
,What Do Policy Makers Learn from Foresights Around ICT-Enabled Learning—A Comment from a Policy Mak actions. These Grand Challenges are being formulated at a time when more and more of us are recognising the increasing importance of ICT in and for education and the necessity to find solutions to overcome the enormous gap between education and all other sectors of life and work. Three imminent tre作者: Mast-Cell 時(shí)間: 2025-3-25 02:54
https://doi.org/10.1007/978-3-658-03481-8 The objective is to continue stimulating collaboration among TEL researchers and to move toward uniting the interdisciplinary TEL field. Event participants describe 12 socio-technical Grand Challenge Problems (GCPs) related to learning and to the educational system covering a wide range of topics. 作者: 歡樂東方 時(shí)間: 2025-3-25 04:06
Maria Angela Capello,Eve Spruntts, roles and skills. The grand challenge (GC) is to develop an adequate governance of such transformation and through learning disseminate a “person in place centered” perspective to inspire the design and development of smart cities that are inclusive and supportive of the whole complexity of the 作者: cajole 時(shí)間: 2025-3-25 10:37
https://doi.org/10.1007/978-3-658-15644-2rning environments, the access of socio-emotional cues is reduced, and this may lead to a lack of emotion awareness that could be detrimental to collaboration and learning performances. The project we present here aims at substantially improving learning effects with social media through the use of 作者: 該得 時(shí)間: 2025-3-25 15:37 作者: Legend 時(shí)間: 2025-3-25 17:42
Silence and Giving Voice to the Mentee,hose showing the emotional state of the classroom do not. We argue that such systems could greatly improve teaching, and in consequence, pupil attainment. Data for such system could come from biometric sensors or from cameras and microphone monitoring the gaze of students, their restlessness, and th作者: Constitution 時(shí)間: 2025-3-25 23:18
Mentoring für Frauen an Hochschuleners that are able to manage information density, to contribute to organized knowledge and be part of extended communities of practice? As it stands today, social practice is fragmented, e.g., workplace, school, and research do not communicate very much. There are few “places” and opportunities where作者: Isolate 時(shí)間: 2025-3-26 02:29
https://doi.org/10.1007/978-3-531-91181-6entices do often not succeed in integrating both types of knowledge. This lack can lead to motivation problems, missing cross-context knowledge transfer, and problems to develop a professional identity. We argue that “bridge-the-gap” technology has great potential. Successful action on this challeng作者: 有效 時(shí)間: 2025-3-26 04:53 作者: Graphite 時(shí)間: 2025-3-26 08:42 作者: 嫌惡 時(shí)間: 2025-3-26 13:33 作者: 包裹 時(shí)間: 2025-3-26 19:47 作者: –LOUS 時(shí)間: 2025-3-26 21:23
harnessed by teachers to monitor and improve their practice, but new methods and tools are needed that (1) help teachers to harness and interpret this data, and subsequently, (2) incorporate it into a framework of continuous professional development. Approaches and methods from teacher inquiry into作者: BRACE 時(shí)間: 2025-3-27 01:44 作者: 嘮叨 時(shí)間: 2025-3-27 07:17
Men’s Issues and Men’s Mental Healtht to change because they are bound together in an interlocking set of curricula, standards and examining processes. Thus, an overarching Grand Challenge is for educational institutions to break this deadlock and become learning systems, with educational technology as the mechanism for institutional 作者: osteopath 時(shí)間: 2025-3-27 09:53
https://doi.org/10.1057/9780312299743s well as ethical issues. This diversity is associated with a movement tending to blow up the borders between the cognitive and the social, the formal and the informal, the school and the workplace. But the newest and most remarkable fact is that this set of research propositions is at the same time作者: 我要沮喪 時(shí)間: 2025-3-27 15:34
Sierra Leone, Sandline and Britain, GCPs share a euphoric view on the benefits of technology-enhanced learning emphasizing the personalization of learning experiences and the increase in efficiency as well as quality of learning. However, there are still many barriers for technology-enhanced learning in current school practices on a 作者: 笨重 時(shí)間: 2025-3-27 20:51 作者: 減震 時(shí)間: 2025-3-28 00:58
Private Trade in Industrial Products actions. These Grand Challenges are being formulated at a time when more and more of us are recognising the increasing importance of ICT in and for education and the necessity to find solutions to overcome the enormous gap between education and all other sectors of life and work. Three imminent tre作者: 極力證明 時(shí)間: 2025-3-28 05:03 作者: 種類 時(shí)間: 2025-3-28 08:09
Invitational Conversations in Mentoringed by the student or teacher could serve as input for the virtual assistant in addition to logging of student and teacher interactions. The virtual teacher assistant should be developed in collaboration between researchers and commercial software developers using joint research and development grants.作者: Incise 時(shí)間: 2025-3-28 13:13 作者: 傳染 時(shí)間: 2025-3-28 17:01
,At Arm’s Length. The Not-So-Depressed Self,lenge Problem is to establish a vivid network and a community of practice among the research labs. TELEARC (Technology Enhanced Learning European Advanced Research Consortium) has been established to realize such a network. The chapter presents the framework of TELEARC.作者: 發(fā)電機(jī) 時(shí)間: 2025-3-28 19:51 作者: mendacity 時(shí)間: 2025-3-29 01:44 作者: jarring 時(shí)間: 2025-3-29 04:28 作者: 大范圍流行 時(shí)間: 2025-3-29 09:01
Sierra Leone, Sandline and Britain,less grand level than the proposed GCPs such as lacking internet access or legal restrictions. Another by the GCPs less addressed but crucial aspect for fostering the widespread implementation of technology-enhanced learning in everyday school practices is to get teachers aboard.作者: 寄生蟲 時(shí)間: 2025-3-29 13:31 作者: minaret 時(shí)間: 2025-3-29 18:56
Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Imped by the student or teacher could serve as input for the virtual assistant in addition to logging of student and teacher interactions. The virtual teacher assistant should be developed in collaboration between researchers and commercial software developers using joint research and development grants.作者: 固執(zhí)點(diǎn)好 時(shí)間: 2025-3-29 20:06
Grand Challenge Problem 5: Bringing the Information and Communication Society to Vocational Educati actors can connect, share, and build knowledge. But even if there were, very few would jump on the opportunity. How can we transform educational, workplace, and research practice to foster knowledge sharing and co-construction?作者: 字形刻痕 時(shí)間: 2025-3-30 02:16 作者: 祖?zhèn)?nbsp; 時(shí)間: 2025-3-30 05:27
Grand Challenge Problem 12: Assessing Student Learning Through Continuous Collection and Interpretaata traces, how do these develop over time, and how teachers can best be informed of learners’ progress. The challenge is met when these measures and methods are adopted by educators as a viable alternative to traditional testing.作者: 包庇 時(shí)間: 2025-3-30 10:56 作者: 殺人 時(shí)間: 2025-3-30 12:59 作者: Nomadic 時(shí)間: 2025-3-30 19:41
A Comment from a Practitioner Perspective,less grand level than the proposed GCPs such as lacking internet access or legal restrictions. Another by the GCPs less addressed but crucial aspect for fostering the widespread implementation of technology-enhanced learning in everyday school practices is to get teachers aboard.作者: LAVE 時(shí)間: 2025-3-31 00:32 作者: 進(jìn)取心 時(shí)間: 2025-3-31 00:54 作者: dictator 時(shí)間: 2025-3-31 06:10
Grand Challenge Problem 4: Supporting Teacher Decision-Making Through Appropriate Feedback,ent. Data for such system could come from biometric sensors or from cameras and microphone monitoring the gaze of students, their restlessness, and the level of noise in the classroom. Such systems would be valuable in particular for teachers with less experience.作者: Criteria 時(shí)間: 2025-3-31 10:57 作者: Hot-Flash 時(shí)間: 2025-3-31 15:58 作者: gout109 時(shí)間: 2025-3-31 19:45 作者: 災(zāi)禍 時(shí)間: 2025-3-31 23:26
r inquiry, e-assessment, and learning and teaching analytics and visualisation, will produce methods and tools to enable teachers to reflect on their own teaching and student learning in order to improve teaching practice.作者: 萬花筒 時(shí)間: 2025-4-1 04:48 作者: Basal-Ganglia 時(shí)間: 2025-4-1 08:04
https://doi.org/10.1007/978-3-531-91181-6tions through artifacts and conversations produced within bridge-the-gap environments, less perception of separation between learning contexts by apprentices and more cross-context application of knowledge.
