Titlebook: Digital Knowledge Maps in Education; Technology-Enhanced Dirk Ifenthaler,Ria Hanewald Book 2014 Springer Science+Business Media New York 2

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https://doi.org/10.1007/978-3-319-91385-8ve learning for English as Second Language (ESL) learners. First, when learners discuss one text without representing their ideas visually, it is difficult to communicate or share their ideas with each other. Second, when learners work collaboratively, it is hard to determine each learner’s existing

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Play Strategies with Card Counting metropolitan campus—with the view of increasing learning outcomes in future years. It explores the impact and extent of the students’ learning, especially their prior knowledge, their attitude about working collaboratively in small groups, their perspective on using technology rich learning in gene

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Marshall Freimer,Myron J. Gordonies trust this key aspect to everyday conversation heuristics that essentially only search for plausibility where the conversations then end. Automatically generated knowledge maps can help to guide existing misconceptions back to the conversation within and between different kinds of expertise, thu